Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia s Teachers, Administrators, and Students (USAID PRIORITAS)

Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS)

Quarterly Report No. 15 October–December 2015 January 2016 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International. The contents are the responsibility of RTI International and do not necessarily reflect the views of USAID or the United States Government.

Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS) Quarterly Report No. 15

Contract AID-497-C-12-00003 October–December 2015 Prepared for USAID/Indonesia Prepared by RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194 USA Cover Photos: Top: Andrew Sisson, USAID Indonesia Mission Director, talking with the Minister of Education and Culture, Anies Baswedan, at a meeting between USAID, USAID PRIORITAS, and the Minister on December 22, 2015. Bottom Left: Hamid Muhammad, Director-General of Basic and Secondary Education of the Ministry of Education and Culture (MOEC) viewing the USAID PRIORITAS exhibit during a Teachers’ Symposium on November 24, 2015, at MOEC. Bottom Right: At the National Showcase Meeting on October 28, 2015, at MOEC, students from Toba Samosir District in North Sumatra presented their work on mathematics, with participation from three MOEC officials [left to right] Wowon Widaryat, Director of Primary Education; Bastari, Head of the Statistics Center; and Totok Suprayitno, Head of the Research and Development Center.

The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

Table of Contents LIST OF ACRONYMS, ABBREVIATIONS, AND TERMS ............................................... VII EXECUTIVE SUMMARY......................................................................................................... 1 RINGKASAN UTAMA (INDONESIAN EXECUTIVE SUMMARY) ................................... 6 1

PROJECT MANAGEMENT ................................................................................. 12 1.1 OPERATIONS ......................................................................................................................................... 12 1.1.1 Project Office Leases .......................................................................................................................................... 12 1.1.2 Vehicles .................................................................................................................................................................. 12 1.1.3 Project Audit ......................................................................................................................................................... 12 1.2 MONITORING GRANT IMPLEMENTATION IN PAPUA AND BALI .................................................... 12 1.3 FINANCE TRAINING IN WEST PAPUA ............................................................................................... 12 1.4 HUMAN RESOURCES ............................................................................................................................ 13 1.5 RTI HOME OFFICE MANAGER VISIT .................................................................................................. 14 1.6 TEACHING AND LEARNING ADVISOR VISIT TO EDC HOME OFFICE ........................................... 14

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PROJECT ROLLOUT, GRANTS, AND PARTNERSHIPS ............................... 15 SUPPORTING READING DEVELOPMENT ............................................................................................ 15 Leveled Reading Book Program ...................................................................................................................... 15 Developing a Reading Culture......................................................................................................................... 16 Book Donation to Partner Schools ................................................................................................................. 17 PAPUA .................................................................................................................................................... 17 YASUMAT Activities ........................................................................................................................................... 17 YKW Activities ..................................................................................................................................................... 18 Coordination Meetings ...................................................................................................................................... 19 WEST PAPUA ........................................................................................................................................ 19 PARTNERSHIPS TO SUPPORT READING IMPROVEMENT ................................................................... 21 Yayasan Literasi Anak Indonesia Grant........................................................................................................ 21 TTI Partnership between Florida State University (FSU) and the State University of Semarang (UNNES) ............................................................................................................................................................... 21

2.1 2.1.1 2.1.2 2.1.3 2.2 2.2.1 2.2.2 2.2.3 2.3 2.4 2.4.1 2.4.2 3 3.1 3.1.1 3.1.2 3.2 3.2.1 3.2.2 3.3 3.3.1 3.4 3.5 3.6 3.7

STRENGTHENED INSTRUCTION IN SCHOOLS: TTI DEVELOPMENT .. 23 TTI LAB AND PARTNER SCHOOLS .................................................................................................... 23 Meeting and Working with Lab and Partner Schools .............................................................................. 23 Mentoring TTI Lab and Partner Schools ...................................................................................................... 23 GOOD PRACTICE SCHOOLS PROGRAM............................................................................................ 23 Review Meetings with Good Practice Schools; Cohorts 1 and 2 ........................................................... 24 Study Visits to Good Practice Schools in Other Districts .......................................................................... 24 TEACHER PRACTICUM PROGRAM ...................................................................................................... 25 Provincial Workshops for Socialization and Capacity Building of PPG Instructors ........................... 26 DEVELOPING TTIS AS STRATEGIC BUSINESS PLANNERS ................................................................. 27 TTI REVIEW AND PREPARATION MEETINGS .................................................................................... 28 SUPPORT FOR DISSEMINATION IN TTIS ............................................................................................ 28 USAID PRESTASI PROGRAM. ........................................................................................................... 29

USAID PRIORITAS – Quarterly Report No. 15, October–December 2015

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STRENGTHENED INSTRUCTION IN SCHOOLS: WHOLE-SCHOOL DEVELOPMENT .................................................................................................. 30 4.1 PREPARATION OF TRAINING MODULE FOR SCHOOL PRINCIPALS AND SUPERVISORS .............. 30 4.2 REFRESHER TRAINING OF TRAINERS IN MODULE 3 FOR PRIMARY SCHOOLS.............................. 30 4.3 TRAINING OF TRAINERS FROM COHORT 1 DISTRICTS IN MODULE 3 ......................................... 31 4.4 SCHOOL-LEVEL TRAINING IN MODULE 3 FOR JUNIOR-SECONDARY SCHOOLS ........................ 31 4.4.1 Cohort 1 Districts................................................................................................................................................ 31 4.4.2 DBE Districts in Aceh......................................................................................................................................... 32 4.5 TRAINING OF TRAINERS IN MODULE 2 FOR COHORT 3 DISTRICTS ............................................ 33 4.6 MENTORING FOR SCHOOL PRINCIPALS AND TEACHERS ............................................................... 33

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GOVERNANCE, MANAGEMENT, AND LINKAGES ..................................... 34 TEACHER DEPLOYMENT ...................................................................................................................... 34 Teacher Deployment Outcomes ..................................................................................................................... 34 Teacher Deployment in Cohort 3 Districts.................................................................................................. 35 Teacher Deployment in Madrasah................................................................................................................ 36 PLANNING AND BUDGETING FOR CONTINUOUS PROFESSIONAL DEVELOPMENT (PKB) ........ 37 Review and Preparation Meetings and Follow-Up Mentoring ............................................................... 38 Analysis and Planning Workshops ................................................................................................................. 38 District Meetings ................................................................................................................................................. 40 TTI Strategic Planning........................................................................................................................................ 40 NATIONAL POLICY DEVELOPMENTS ................................................................................................. 40

5.1 5.1.1 5.1.2 5.1.3 5.2 5.2.1 5.2.2 5.2.3 5.2.4 5.3 6

DISSEMINATION OF SCHOOL LEVEL PROGRAMS .................................... 42

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TECHNICAL COORDINATION ....................................................................... 44 7.1 COORDINATION WITH THE GOVERNMENT OF INDONESIA (GOI) ............................................. 44 7.2 NATIONAL SHOWCASE MEETING ..................................................................................................... 44 7.2.1 Meeting with the Minister of Education and Culture. .............................................................................. 45 7.2.2 Other Meetings and Activities ......................................................................................................................... 46

8 8.1 8.2

USAID SITE VISITS ............................................................................................. 47 USAID MISSION DIRECTOR VISIT TO MAROS AND MAKASSAR, SOUTH SULAWESI .................. 47 USAID OFFICE OF EDUCATION DIRECTOR VISIT TO BOGOR, WEST JAVA ............................... 47

9.1 9.2 9.3 9.4

COMMUNICATIONS.......................................................................................... 49 NEWSLETTER......................................................................................................................................... 49 PROJECT WEBSITE ................................................................................................................................ 50 MEDIA MONITORING .......................................................................................................................... 50 PROJECT VIDEOS .................................................................................................................................. 50

10 10.1 10.2 10.3

GENDER AND INCLUSIVE EDUCATION ...................................................... 51 TRAINING OF DISTRICT FACILITATORS ............................................................................................ 51 PROJECT MONITORING ....................................................................................................................... 51 UPDATE ON PARTNER PROVINCES AND DISTRICTS ....................................................................... 51

11 11.1 11.2

STUDIES ............................................................................................................... 53 GENDER STUDY .................................................................................................................................... 53 TEACHER SUPPLY AND DEMAND STUDY .......................................................................................... 53

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12 12.1 12.2 12.2.1 12.2.2 12.2.3 12.3

MONITORING AND EVALUATION ................................................................ 54 IMPLEMENTING THE ANNUAL SCHOOL MONITORING .................................................................. 54 EARLY GRADE READING ASSESSMENT .............................................................................................. 56 National EGRA Assessor Training .................................................................................................................. 56 Provincial EGRA Refresher Training............................................................................................................... 57 EGRA Data Collection........................................................................................................................................ 57 PREPARING THE MONITORING BASELINE REPORT FOR MANOKWARI AND SOUTH MANOKWARI ........................................................................................................................................ 57

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PLANS FOR QUARTER 16 ................................................................................. 60

ANNEX 1: PROVINCIAL REPORTS ................................................................................... 62 ANNEX 2: LIST OF NEW STAFF ..................................................................................... 112 ANNEX 3: COORDINATION WITH GOI ....................................................................... 114 ANNEX 4: DISSEMINATION DATA ................................................................................ 120 ANNEX 5: SCHOOL TRAINING CONDUCTED IN QUARTER 15 ............................. 126


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List of Tables Staff—Terminations/Resignations ......................................................................................................... 13 Staff—Changes of Position ..................................................................................................................... 13 Staff—Total Number (RTI, EDC, and WEI) ....................................................................................... 13 Districts Implementing Good Practices in Developing Reading Culture .................................... 16 Summary of Training Participants, West Papua................................................................................. 20 Review Meetings with Good Practice Schools in Cohorts 1 and 2 Primary and Junior-Secondary Schools ..................................................................................................................... 24 Study Visits to Good Practice Schools in Other Districts.............................................................. 24 Provincial Workshops: Socialization and Capacity Building of PPG Instructors ....................... 26 TTI Strategic Business Planning Workshops ...................................................................................... 27 Provincial Training of Trainers for Module 3 – North Sumatra ................................................. 31 Provincial Training of Trainers for Module 3 – Aceh and South Sulawesi ............................... 31 Whole-School Development Training for Cohort 3 District Partner JuniorSecondary Schools .................................................................................................................................. 32 School Training in Module 3 in Aceh DBE District ........................................................................ 33 TOT in Module 2 for Cohort 3 Districts ......................................................................................... 33 Implementation of the Teacher Deployment Program in Cohort 3 Districts ........................ 36 Implementation of the PKB Planning Program ................................................................................ 37 Number of Participants of Dissemination Activities in Quarter 15, by Province ................. 42 Total Number of Participants of Dissemination Activities in 2013–2015 (Quarters 4 to 15), by Province.............................................................................................................................. 42 Expenditure of Dissemination Activities in Quarter 15 (USD)................................................... 43 Total Expenditure of Dissemination Activities in 2013–2015 (Quarters 4 to 15, in USD) .......................................................................................................................................................... 43 Distribution of the National Newsletter, Twelfth Edition ........................................................... 49 Number of Hits on Project Website in Quarter 15 ...................................................................... 50 Monthly Media Coverage ..................................................................................................................... 50 Schedule of School Level Monitoring Data Collection in the Districts (2015) ....................... 54 The 2015 School Monitoring Coverage, by Cohort ...................................................................... 55 EGRA Assessor Training Participants................................................................................................ 56 Number of Grade 3 Students Assessed through EGRA in Cohort 2 ....................................... 57 Activities for Quarter 15 ...................................................................................................................... 60

List of Figures Whole-School Development Training for Cohort 3 District Partner JuniorSecondary Schools ............................................................................................................................. 32 BOS Spending on PKB by Primary and Junior-Secondary Schools ......................................... 39 Growth in National Budget for Teacher Professional Allowance (in Trillion IDR) .......... 40 vi


List of Acronyms, Abbreviations, and Terms ACDP ALPEKA BAST BOS BPKP Bupati COP COR CPD CTL DAPODIK DAU DBE DC DCOP DFAT DPRK EDC EGRA EMIS FSU GB GOI HR IAIN ICT IDR IR IT JSS Kabupaten Kemenko PMK KIAT Guru KINERJA KKG Kota LAI LP2KS LPMP

Education Sector Analytical and Capacity Development Partnership Aplikasi Laporan Pertanggungjawaban Keuangan BOS Tingkat Sekolah (software application for school finance reporting) Berita Acara Serah Terima (required by GOI for project registration) Bantuan Operasi Sekolah (Government-allocated School Operational Grants) Buku Pembelajaran Kontekstual Papua (Papua-contextualized Textbook) District Head Chief of Party Contracting Officer’s Representative Continuing Professional Development [for teachers] Contextual Teaching and Learning Data Pokok Pendidikan, MOEC’s national Web-based EMIS Dana Alokasi Umum (General Allocation Fund) Decentralized Basic Education Project District of Columbia Deputy Chief of Party Department of Foreign Affairs and Trade (Australian Government aid agency) Local parliament members Education Development Center Early Grades Reading Assessment Education Management Information System Florida State University Gigabytes Government of Indonesia Human Resources Institut Agama Islam Negeri (State Islamic Institute) Information and Communication Technology Indonesian Rupiah Intermediate Result Information Technology Junior-secondary school District or Regency [Kab.] Kemenentrian Koordinasi Pembangunan Manusia dan Kebudayaan (Coordinating Ministry for Human Resources & Culture Development) Kinerja dan Akuntabilitas Guru, (Performance and Accountability of Teachers), a DFAT-funded project USAID-funded (and RTI-implemented) project in Indonesia Kelompok Kerja Guru (Teacher Working Group–regular primary schools) City or Municipality Literasi Anak Indonesia (Child Literacy Indonesia) Institute for Development and Empowerment of Principals (MOEC) Lembaga Penjaminan Mutu Pendidikan (Provincial Quality Assurance Institute)


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M&E Madrasah ME MGMP MI MOEC MORA MORHE MOU MS MSU MTs P4TK PAKEM Pendampingan PGSD PKB PPG PPG PPL PPPPTK PRESTASI PRIORITAS PROREP RTI SBM SD SDN SMP SMPN SPd STAIN STKIP STNK STTA T&L Tangerine® TOR TOT TPP TTI

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Monitoring and Evaluation Islamic School Monitoring and Evaluation [M&E] Local Association of Secondary Teachers (grouped by subject matter) Madrasah Ibtidayah (Islamic primary school) Ministry of Education and Culture Ministry of Religious Affairs Ministry of Research and Higher Education Memorandum of Understanding Master of Science Michigan State University Madrasah Tsanawiyah (Islamic junior-secondary school) Teacher and Education Staff Development and Empowerment Center Pembelajaran yang Aktif, Efektif dan Menyenangkan (Active, Effective and Enjoyable Learning) in-school mentoring Primary School Teacher Education Department Pengembangan Keprofesian Berkelanjutan (Continuous Professional Development) Penataan & Pemerataan Guru (Equitable Teacher Deployment) Teacher Professional Education Program (one year post-graduate) Petugus Penyuluh Lapangan (Student teacher practicum program) Pusat Pengembangan Profesi Pendidik dan Tenaga Kependidikan (Center for Professional Development of Teachers and Education Personnel) Program to Extend Scholarships and Training to Achieve Sustainable Impacts (USAID-funded project) Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students Project Program Representasi (USAID-funded project) RTI International (trade name for Research Triangle Institute) School-Based Management Sekolah Dasar (primary school) Sekolah Dasar Negeri (state primary school) Sekolah Menengah Pertama (junior-secondary school) Sekolah Menengah Pertama Negeri (state junior-secondary school) Bachelor of Education degree [Indonesian] Sekolah Tinggi Agama Islam Negeri (State Islamic College) Sekolah Tinggi Keguruan dan Ilmu Pendidikan (Teacher Training College) vehicle license Short-term technical assistance Teaching and Learning software application developed by RTI that is optimized for data collection on tablets and smartphones. Terms of Reference Training of trainers Tunjangan Profesi Pendidik (teacher professional allowance). Teacher Training Institute


TTO UIN UINSA UKG UKSW UM UN UnCok UNESA UNIMED UNJ UNNES UNY UPI US USA USAID USD WEI WSD YASUMAT YKW YLAI

Teacher Training Officer Universitas Islam Negeri (State Islamic University) Universitas Islam Negeri Surabaya (State Islamic University of Surabaya) Teacher Competency Test Universitas Kristen Satya Wacana (Satya Wacana Christian University) Universitas Negeri Malang (State University of Malang) Ujian Nasional (national examination) Universitas Cokroaminoto Universitas Negeri Surabaya (State University of Surabaya) Universitas Negeri Medan (State University of Medan) Universitas Negeri Jakarta (Jakarta State University) Universitas Negeri Semarang (State University of Semarang) Universitas Negeri Yogyakarta (State University of Yogyakarta) Universitas Pendidikan Indonesia (Indonesia University of Education) United States United States of America United States Agency for International Development United States dollar World Education International Whole-School Development Yayasan Sosial Untuk Masyarakat Terpencil (Social Foundation for Isolated Communities) Yayasan Kristen Wamena (Wamena Christian Foundation) Yayasan Literasi Anak Indonesia (Indonesian Children’s Literacy Foundation)


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EXECUTIVE SUMMARY The United States Agency for International Development–Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS) project began in May 2012 with the aim of achieving expanded access to quality basic education (IR1). The intermediate results (IRs) that the project aims to achieve are as follows: •

strengthened instruction in schools in targeted districts (IR1-1)

•

improved education management and governance in targeted schools (IR1-2)

•

strengthened coordination between all levels of the Government of Indonesia (GOI) and education institutions (IR1-3).

This report covers the period from October through December 2015 (quarter 15 of the project).

Key Accomplishments in Quarter 15 Project Management •

A total of 66 new staff have been hired during quarter 15, mainly to support the implementation of the Leveled Reading Book Program. The leases on all provincial project offices have now been extended until the planned end of the project.

Leveled Reading Book Program •

The Gramedia printing company has printed and packaged 1,011 packages of the leveled reading books for distribution to project partner schools and partner Teacher Training Institutes (TTIs).

•

The USAID-contracted printing company has completed printing 12,100 packages of the books that the project will distribute to non-partner schools in the project districts. These books arrived in Indonesia in late December. After customs clearance, they will be stored at five distribution points around the country.

•

District facilitators from USAID PRIORITAS Cohort 1 and DBE districts in the seven partner provinces completed their training on using the leveled reading books. A refresher training of trainers (TOT) was conducted in Bali in mid-December 2015.

•

Orientation and planning workshops at the province level have been conducted in the seven provinces. Local governments have made commitments to provide cost-sharing for teacher training in using the books. By December 2015, non-partner school clusters to receive the books, as well as additional district facilitators, were selected in most districts. Selection is expected to be completed in January 2016.

Developing a Reading Culture •

Examples of good practices in developing a reading culture in schools are evident in all of the USAID PRIORITAS partner districts and support the Minister of Education and Culture’s program to promote reading in schools. During quarter 15, four partner districts from North Sumatra, West Java (2 districts), and Central Java made official declarations and held launch events to support a reading culture program in their schools.

•

The project held several meetings with MOEC to discuss ways in which USAID PRIORITAS can support the Ministry’s program. The project has provided a list of 10 USAID PRIORITAS partner districts that can be used to provide examples of good practice. In these districts, schools are


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implementing the reading culture program, and district governments have provided the program with significant support and encouragement.

Papua Program •

The program being implemented by Yayasan Sosial Untuk Masyarakat Terpencil (Social Foundation for Isolated Communities [YASUMAT]) under the Phase 2 grant continued in Yahukimo this quarter, with training of 22 teachers from five new partner schools and two nonpartner schools and 37 teachers from 13 Phase 1 partner schools. This training was followed by mentoring and distribution of the Papua-contextualized textbooks (BPKP) to the Phase 2 partner schools,

•

Activities started under the Phase 2 grant to the Yayasan Kristen Wamena (Wamena Christian Foundation [YKW]). A total of 15 new partner schools was selected, 11 new project trainers were trained, as were 36 teachers from the 15 Phase 2 partner schools and 14 teachers from Phase 1 partner schools. BPKP books were distributed to the 15 Phase 2 partner schools.

West Papua Program •

Baseline monitoring was implemented with all 10 partner schools in South Manokwari District and all six partner schools of STKIP Muhammadiyah Manokwari in Manokwari District. An Early Grade Reading Assessment (EGRA) was implemented in six schools.

•

Training in teaching and learning and school management for the 10 partner schools in South Manokwari took place in November 2015. Results could be observed in several schools visited by project staff following the training.

Partnerships to Support Reading Improvement •

Most of the activities funded by the grant to Yayasan Literasi Anak Indonesia (YLAI) were completed on schedule. The main activity during quarter 15 was their attendance at the provincial TOT in five provinces: North Sumatra, Aceh, East Java, Central Java, and Banten. Owing to lateness in the delivery of the leveled reading books, which delayed training for schools in the use of the books, YLAI has been granted a no-cost extension to the grant for a period of up to seven months to complete the monitoring of district training.

•

As part of the TTI partnership between Florida State University (FSU) and the State University of Semarang (UNNES), the main activity during quarter 15 has involved piloting eight units of training and classroom materials to support teacher training in developing reading and literacy, especially in the early grade classes.

Strengthened Instruction in Schools: TTI Development •

The project facilitated four meetings between TTIs and their lab and partner schools to review training and planning for upcoming training activities.

•

Banten and West Java completed mentoring visits with primary and junior secondary TTI lab and partner schools.

•

Five provinces met with their Good Practice Schools to review progress and ensure continued support from the project for school improvement.

•

Good Practice Schools and local stakeholders from Cohort 2 districts visited schools in neighboring provinces to learn from observation and discussion with successful, established project schools.

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•

Seven training units developed during quarter 14 to support the TTI practicum program were shared and socialized during provincial workshops with around 50 key staff from partner TTIs. Senior representatives of the Ministry of Research and Higher Education (MORHE) took part in and were fully engaged in these activities.

•

The project worked with the TTIs in each province to help them develop plans and approaches consistent with the concept of being a service provider to meet identified training, planning, or other similar requests from provincial or district governments.

•

Requests for dissemination of project activities by non-partner TTIs continue to grow. During quarter 15, dissemination activities for non-partner TTIs took place in three provinces: Aceh, Central Java, and South Sulawesi.

•

Twenty-five participants from project partner TTIs attended an eight-week program at Michigan State University (MSU), organized by the USAID-funded Program to Extend Scholarships and Training to Achieve Sustainable Impacts 3(PRESTASI 3). Three GOI representatives from MOEC and MORA visited for one week to familiarize themselves with the program, meet with representatives of the US Education system, and observe the program in action. The GOI representatives were accompanied by the USAID PRIORITAS University and Stakeholder Coordinator.

Strengthened Instruction in Schools: Whole School Development •

Preparation of a special module for principals and supervisors is ongoing. The module’s focus is aimed to support dissemination of project programs in the districts and to introduce school principals and supervisors to the USAID PRIORITAS programs, including giving them an understanding of their own roles in supporting the implementation of change.

•

A national level refresher TOT in Module 3 for primary schools took place in Bali in December. This TOT was designed to strengthen trainers’ understanding and to introduce revisions to the training materials.

•

A province-level TOT for primary schools, preparing primary school district facilitators to conduct school-level training using Module 3, took place in North Sumatra Province.

•

A total of 17 of the 23 Cohort 1 districts completed the junior-secondary school Module 3 training, with 1,016 participants trained.

•

Training of district facilitators in Module 2 from four Cohort 3 districts in East Java took place in November 2015, where 140 primary and junior-secondary school facilitators were trained in teaching and learning.

Governance, Management, and Linkages •

The analysis and planning for Teacher Deployment was completed in all Cohort 1 and 2 districts in previous quarters. Implementation workshops have also taken place in all Cohort 1 and 2 districts, with the exception of two in Banten, which will take place next quarter.

•

In North Sumatra and East Java, all seven Cohort 3 districts and one additional dissemination district, North Tapanuli, have completed workshops on Teacher Deployment Analysis. During this quarter, public consultation events took place in five of these eight districts. Policy recommendations resulting from the analysis were discussed at these events. Implementation workshops are scheduled for the next quarter.

•

Project support for policy implementation in the 50 Cohort 1, 2, and 3 districts is ongoing in the form of routine review meetings. Some 31 formal regulations have been promulgated at the


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district level to support the implementation of new policies for Teacher Deployment, representing an increase of 11 regulations since the past quarter. •

Policy outcomes for Teacher Deployment vary depending on local contexts. The numbers continue to grow: 6,036 teachers have now been transferred to new schools or reassigned to new subjects and positions, 1,267 teachers have been assigned as “mobile teachers” to teach in more than one school, 526 small schools have been merged, and multi-grade teaching is being introduced in 105 small schools that cannot be merged because of their isolated location.

•

Work on a pilot for Teacher Deployment in madrasah continued this quarter. MORA’s Director General of Islamic Education has requested a presentation on the design for the pilot. This presentation will take place early in the coming quarter. Meanwhile, the Education Management Information System (EMIS) data for madrasah teachers were obtained from the provincial MORA offices in East Java, South Sulawesi, and West Java. A preliminary analysis found that the data are viable for the project’s teacher deployment analysis. The software application developed by USAID PRIORITAS for this purpose has been adapted for use with madrasah.

•

An updated national report on Teacher Deployment was finalized this quarter. A national policy forum on Teacher Management (Teacher Deployment and Continuing Professional Development) planned for this quarter was postponed, pending an appropriate time for MOEC’s Directorate General for Teachers and Education Personnel.

•

The Continuing Professional Development (PKB) planning and budgeting program continued in all provinces this quarter with province-level Analysis and Planning Workshops. Some 90 districts took part, including from Cohorts 1, 2, 3, and former DBE districts. Partner TTIs also took part to strengthen the links between the TTI as service providers and the districts as service users for PKB.

•

Follow-up mentoring for PKB is now under way in all districts. District meetings have also been held in Aceh and Central Java. In some districts, the outcomes have been extremely encouraging. In Demak, Central Java, for example, the Bupati (District Head) has issued a decree outlining the role of teacher working groups as a forum for professional development and requiring all certified teachers to allocate 4% of their professional allowance to support the PKB program.

•

TTI Strategic Business Planning workshops took place in all provinces this quarter. As a result, TTIs are developing joint plans with partner districts to support their PKB programs. TTIs will be involved in the ongoing PKB planning and budgeting program to strengthen their role as service providers.

Technical Coordination •

Frequent coordination meetings and other activities with the GOI took place at all levels— national, provincial, and district—during quarter 15. A number of the meetings at national level have been about requests from MOEC to support the Minister of Education and Culture’s initiative to encourage school students to read.

•

A national showcase meeting was held on October 28, 2015, at MOEC to present the project’s achievements at the national level. The Secretary General of MOEC, Didik Suhardi, opened the event, representing the Minister of Education and Culture. A number of other high-ranking officials from the central government ministries were present, as well as representatives from over 60 project partner districts and TTIs and a number of non-partner districts.

•

A meeting took place between USAID PRIORITAS, USAID, and the Minister of Education and Culture on December 22, 2015. The USAID Mission Director attended the approximately twohour meeting. The Minister specifically requested that USAID continue its engagement with GOI in support of basic education. Following the meeting with the Minister, USAID PRIORITAS was

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called to a meeting with the USAID Mission Director, who asked the project to work with GOI to draw up a concept paper for a program to support the sustainability and expansion of project innovations.

Other •

Andrew Sisson, USAID Indonesia Mission Director, visited South Sulawesi, to see the impact of the USAID PRIORITAS program implementation in a school in Makassar Maros in South Sulawesi.

Communications •

The twelfth edition of the national newsletter, PRIORITAS PENDIDIKAN, was printed and published this quarter. A total of 11,100 copies were distributed to key partners and stakeholders in all project provinces.

•

The number of hits to the project Website increased from 2,835,410 in quarter 14 to 3,896,334 in quarter 15, and the number of unique visitors increased from 63,359 to 93,885.

•

A total of 1,174 news items about project activities was published in the mass media during quarter 15. The stories covered the reading program, continuous professional development, teacher deployment, the national training of trainers, inclusive education declarations, and the national showcase in Jakarta.

•

The project produced several videos this quarter: (1) Shared reading using leveled reading books (4 videos); (2) Guided reading using leveled reading books; (3) Teaching practice in TOT for Module 3; (4) The leveled reading book program; (5) The USAID PRIORITAS program impact; and (6) The Teacher Professional Education Program (PPG).

Gender and Inclusion •

The Gender and Inclusive Education Specialist took part in a number of provincial trainings of district facilitators to emphasize gender and inclusive education issues, as well as took part in monitoring gender and inclusive education in Cirebon in West Java and Pamekasan and Madiun in East Java. The Specialist also continued to support a number of districts and the North Sumatra provincial government with the development of inclusive education plans.

Monitoring and Evaluation •

Annual school monitoring was conducted in October–November 2015 in all 50 Cohort 1, 2, and 3 districts. The monitoring in the Cohort 2 districts included student assessments and EGRA. Monitoring reports will be prepared during quarter 16.

•

Baseline monitoring, including EGRA, also took place in West Papua; a monitoring report was submitted to USAID in December 2015.

Dissemination •

During quarter 15, dissemination training activities took place in seven provinces. A total of 27,743 participants from 7,822 schools took part in the training. This was supported by 1.142 million USD of local funding from district, MORA, or school budgets, and 212,282 USD of project funding. Since the start of the project, 102,894 participants from 25,053 schools have taken part in training, benefiting an estimated 6 million students. This training has been supported by 3.78 million USD of GOI and school funding and 791,569 USD of project funding.


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RINGKASAN UTAMA (INDONESIAN EXECUTIVE SUMMARY) Program United States Agency for International Development–Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS) dimulai pada bulan Mei 2012 dengan tujuan meningkatkan akses pendidikan dasar yang berkualitas (IR1). Hasil menengah (IRs) yang akan dicapai proyek adalah: •

Meningkatnya pembelajaran di sekolah pada daerah mitra (IRI-1).

•

Meningkatnya manajemen dan tata kelola pendidikan di sekolah mitra (IRI-2).

•

Menguatnya dukungan koordinasi antarsemua jenjang pemerintah Indonesia dengan institusi pendidikan (IRI-3). Laporan ini mencakup periode bulan Oktober hingga Desember 2015 (triwulan 15 proyek).

Pencapaian Utama pada Triwulan 15 Manajemen Proyek •

Sebanyak 66 staf baru telah direkrut selama triwulan dengan tugas utama mendukung implementasi Program Buku Bacaan Berjenjang. Sewa kantor di semuaa provinsi telah diperpanjang sampai akhir proyek yang direncanakan.

Program Buku Bacaan Berjenjang •

Sebanyak 1.011 paket buku telah dicetak dan dipaketkan oleh perusahaan percetakan Gramedia untuk didistribusikan ke sekolah mitra dan LPTK mitra.

•

Perusahaan percetakan yang dikontrak USAID telah menyelesaikan percetakan 12.100 paket buku yang akan didistribusikan PRIORITAS ke sekolah non-mitra di daerah mitra. Buku-buku ini tiba di pelabuhan Indonesia pada akhir Desember. Setelah melalui bea cukai, buku-buku ini akan disimpan di lima titik distribusi di Indonesia.

•

Pelatihan fasilitator daerah dari kabupaten Kohor 1 dan DBE di tujuh provinsi mitra mengenai penggunaan buku telah diselesaikan. Pelatihan penyegaran telah dilakukan di Bali pada pertengahan Desember 2015.

•

Lokakarya orientasi dan perencanaan pada tingkat provinsi telah dilakukan di tujuh provinsi. Pemerintah daerah telah membuat komitmen untuk menyediakan cost-sharing (berbagi pembiayaan) untuk pelatihan guru mengenai penggunaan buku. Pemilihan gugus sekolah nonmitra yang menjadi penerima buku dan pemilihan fasilitator daerah telah dilakukan di sebagian besar daerah pada bulan Desember 2015 dan diharapkan dapat selesai pada bulan Januari 2016.

Pengembangan Budaya Baca •

Contoh-contoh praktik yang baik dalam pengembangan budaya baca terlihat jelas di seluruh daerah mitra USAID PRIORITAS. Pengembangan budaya baca ini mendukung program Kementerian Pendidikan dan Kebudayaan untuk meningkatkan pembiasaan membaca di sekolah. Selama triwulan 15, empat kabupaten mitra di provinsi di Sumatera Utara, Jawa Barat (2), dan Jawa Tengah melakukan deklarasi resmi dan meluncurkan kegiatan untuk mendukung prograam budaya baca di sekolah-sekolah mereka.

•

Proyek menyelenggarakan beberapa pertemuan dengan Kemdikbud untuk mendiskusikan caracara USAID PRIORITAS dapat mendukung program Kemdikbud. Proyek telah menyediakan sebuah daftar berisi 10 daerah mitra USAID PRIORITAS, yang dapat menjadi contoh praktik yang baik. Di 10 daerah tersebut, sekolah-sekolah ini mengimplementasikan program budaya baca dan pemerintah daerah telah memberikan dukungan dan dorongan yang signifikan pada program.

6


Program Papua •

Program ini diimplementasikan oleh YASUMAT di bawah hibah fase 2 yang dilanjutkan di Yahukimo pada triwulan ini, dengan pelatihan 22 guru dari lima sekolah mitra baru dan dua sekolah non-mitra dan 37 guru dari 13 sekolah mitra fase 1. Pelatihan ni ditindaklanjuti dengan pendampingan guru dan distribusi buku kontekstual Papua (BPKP) kepada sekolah mitra fase 2.

•

Kegiatan dimulai dengan hibah fase 2 kepada Yayasan Kristen Wamena (YKW). Sejumlah 15 sekolah mitra baru telah dipilih, 11 pelatih baru telah dilatih, demikian pula dengan 36 guru dari 15 sekolah mitra fase 2 dan 14 guru dari sekolah mitra fase 1. Distribusi buku BPKP kepada 15 sekolah mitra fase 2 telah dilaksanakan.

Program Papua Barat •

Pengambilan data awal dilaksanakan pada seluruh 10 sekolah mitra di kabupaten Manokwari Selatan dan seluruh enam sekolah mitra STKIP Muhammadiyah Manokwari di kabupaten Manokwari. Penilaian Membaca Kelas Awal (EGRA) telah dilaksanakan di enam sekolah.

•

Pelatihan pembelajaran dan manajemen sekolah untuk 10 sekolah mitra di Manokwari Selatan dilaksanakan di bulan November 2015. Hasilnya terlihat di beberapa sekolah yang dikunjungi staf proyek setelah pelatihan.

Kemitraan untuk Mendukung Peningkatan Kemampuan Membaca •

Sebagian besar kegiatan yang didanai dengan hibah untuk Yayasan Literasi Anak Indonesia (YLAI) telah diselesaikan sesuai jadwal. Kegiatan utama selama triwulan 15 adalah kehadiran pada pelatihan pelatih tingkat provinsi di 5 provinsi: Sumatra Utara, Aceh, Jawa Timur, Jawa Tengah dan Banten. Karena keterlambatan pengiriman buku bacaan berjenjang, yang menunda pelatihan penggunaan buku untuk sekolah, YLAI mendapatkan perpanjangan tanpa biaya tambahan untuk implementasi hibah sampai dengan tujuh bulan untuk menyelesaikan monitoring pelatihan kabupaten.

•

Kegiatan utama yang dilaksanakan selama triwulan 15 sebagai bagian dari kemitraan LPTK antara Florida State University (FSU) dan Universitas Negeri Semarang (UNNES) adalah pemilotan delapan unit materi pelatihan dan pembelajaran kelas untuk mendukung pelatihan guru dalam pengembangan budaya baca dan literasi, terutama di kelas awal.

Peningkatan Pembelajaran di Sekolah, Pengembangan LPTK •

Program PRIORITAS memfasilitasi empat pertemuan antara LPTK dan sekolah mitra dan sekolah lab untuk mengkaji ulang pelatihan dan perencanaan kegiatan pelatihan berikutnya.

•

Banten dan Jawa Barat menyelesaikan kegiatan pendampingan ke sekolah lab dan sekolah mitra LPTK tingkat SD/MI dan SMP/MTs.

•

Lima provinsi mengadakan pertemuan dengan sekolah praktik yang baik untuk mengkaji perkembangan dan memastikan kelanjutan dukungan dari program untuk peningkatan sekolah.

•

Sekolah praktik yang baik dan pemangku kepentingan setempat dari kabupaten kohor 2 mengunjungi sekolah di provinsi tetangga untuk belajar dari pengamatan dan diskusi dengan sekolah lain yang sudah sukses dan mapan.

•

Tujuh unit pelatihan yang dikembangkan selama triwulan 14 untuk mendukung program praktikum LPTK dibagikan dan disosialisasikan selama lokakarya tingkat provinsi dengan sekitar 50 staf inti dari LPTK mitra. Perwakilan senior dari Kementerian Riset dan Pendidikan Tinggi (Kemristekdikti) turut berpartisipasi dan terlibat penuh dalam kegiatan tersebut.


7

•

Program PRIORITAS bekerja bersama dengan LPTK di setiap provinsi untuk membantu mereka mengembangkan rencana dan pendekatan yang konsisten dengan konsep untuk menjadi service provider untuk memenuhi pelatihan yang telah teridentifikasi, perencanaan atau permintaan serupa lainnya dari pemerintah provinsi atau pemerintah kabupaten.

•

Permintaan untuk diseminasi kegiatan praktik yang baik oleh LPTK non-mitra terus berdatangan. Selama triwulan 15 kegiatan diseminasi untuk LPTK non-mitra dilaksanakan di tiga provinsi: Aceh, Jawa Tengah dan Sulawesi Selatan.

•

Dua puluh lima peserta dari LPTK mitra program menghadiri program delapan minggu di Michigan State University (MSU) yang dikelola oleh program USAID PRESTASI 3. Tiga perwakilan Pemerintah Indonesia hadir selama satu minggu agar mereka mengetahui tentang program tersebut, bertemu dengan perwakilan dari sistem pendidikan AS dan mengamati program yang dilakukan. Ketiga perwakilan tersebut didampingi Koordinator Universitas dan Pemangku Kepentingan USAID PRIORITAS.

Peningkatan Pembelajaran di Sekolah, Pengembangan Sekolah Menyeluruh •

Persiapan modul khusus untuk kepala sekolah dan pengawas sekolah telah dimulai. Fokus modul ini adalah mendukung diseminasi program-program PRIORITAS di kabupaten. Modul ini akan memperkenalkan kepala sekolah dan pengawas sekolah pada program USAID PRIORITAS, termasuk memberikan mereka pemahaman akan peran mereka dalam mendukung implementasi perubahan.

•

Pelatihan penyegaran tingkat nasional bagi pelatih (TOT) modul 3 untuk SD/MI dilaksanakan di Bali di bulan Desember. Pelatihan ini didesain untuk meningkatkan pemahaman pelatih dan untuk memperkenalkan beberapa revisi dalam modul pelatihan.

•

Pelatihan bagi pelatih tingkat provinsi untuk SD/MI, yang mempersiapkan fasilitator daerah SD/MI untuk menyelenggarakan pelatihan tingkat sekolah menggunakan Modul 3, telah selesai dengan pelaksanaan di Sumatra Utara.

•

Sebanyak 17 kabupaten dari 23 kabupaten Kohor 1 menyelesaikan pelatihan Modul 3 untuk SMP/MTs, dengan terlatihnya 1.016 peserta.

•

Pelatihan Modul 2 untuk fasilitator daerah dari empat kabupaten Kohor 3 di Jawa Timur dilaksanakan di bulan November 2015. Sebanyak 140 fasilitator baik untuk SD/MI maupun SMP/MTs mendapatkan pelatihan pembelajaran.

Tata Kelola, Manajemen dan Keterkaitan •

Analisis dan perencanaan untuk Penataan dan Pemerataan Guru telah diselesaikan di seluruh kabupaten Kohor 1 dan 2 di triwulan sebelumnya. Lokakarya implementasi juga telah dilakukan di seluruh kabupaten Kohor 1 dan 2, kecuali di dua kabupaten di Banten, yang akan dilakukan pada triwulan berikutnya.

•

Di Sumatra Utara dan Jawa Timur, seluruh tujuh kabupaten Kohor 3 dan satu kabupaten diseminasi tambahan, Tapanuli Utara, telah menyelesaikan Lokakarya Analisis Penataan dan Pemerataan Guru. Selama triwulan ini, acara konsultasi publik dilakukan di lima kabupaten Kohor 3. Rekomendasi kebijakan yang dihasilkan dari analisis didiskusikan dalam acara tersebut. Lokakarya implementasi dijadwalkan untuk triwulan berikutnya.

•

Dukungan program untuk implementasi kebijakan di 50 kabupaten Kohor 1, 2 dan 3 sedang dilakukan dalam bentuk pertemuan kaji ulang rutin. Sekitar 31 regulasi formal telah diresmikan di tingkat kabupaten untuk mendukung implementasi kebijakan baru terkait Penataan dan

8


Pemerataan Guru. Angka ini bertambah 11 dari jumlah regulasi yang dilaporkan pada triwulan lalu. •

Hasil kebijakan untuk Penataan dan Pemerataan Guru bervariasi tergantung konteks lokal. Angka terus meningkat: 6.036 guru telah dipindah ke sekolah baru atau ditugaskan ulang ke mata pelajaran dan posisi baru, 1.267 guru telah ditugaskan sebagai guru keliling (‘guru mobile’) untuk mengajar di lebih dari satu sekolah, 526 sekolah kecil telah digabungkan, dan pengajaran kelas rangkap sedang diperkenalkan di 105 sekolah kecil yang tidak dapat digabungkan karena lokasinya terpencil.

•

Kegiatan uji coba Penataan dan Pemerataan Guru di madrasah dilanjutkan pada triwulan ini. Direktur Jenderal Pendidikan Islam Kemenag telah meminta presentasi desain uji coba. Presentasi akan dilakukan pada triwulan berikutnya. Sementara, data EMIS untuk guru madrasah didapatkan dari kantor dinas agama tingkat provinsi di Jawa Timur, Sulawesi Selatan dan Jawa Barat. Analisis awal menunjukkan bahwa data dapat digunakan untuk analisis penataan dan pemerataan guru. Aplikasi perangkat lunak yang dikembangkan USAID PRIORITAS untuk tujuan ini telah diadaptasi untuk penggunaan oleh madrasah.

•

Laporan nasional yang telah diperbaharui tentang Penataan dan Pemerataan Guru telah difinalisasi pada triwulan ini. Forum kebijakan nasional tentang Manajemen Guru (Penataan dan Pemerataan Guru) yang direncanakan untuk triwulan ini ditunda sampai waktu yang sesuai dengan Direktorat Jenderal Pendidik dan Tenaga Kependidikan Kemdikbud.

•

Program perencanaan dan penganggaran Pengembangan Keprofesian Berkelanjutan (PKB) dilanjutkan di seluruh provinsi pada triwulan ini dengan Lokakarya Analisis dan Perencanaan tingkat provinsi. Sekitar 90 kabupaten ikut serta, termasuk Kohor 1, 2, 3 dan kabupaten DBE. LPTK mitra juga turut serta untuk meningkatkan keterkaitan antara LPTK sebagai service providers dan kabupaten sebagai pengguna jasa untuk PKB.

•

Pendampingan tindak lanjut sedang dilakukan di seluruh kabupaten untuk. Pertemuan tingkat kabupaten juga telah dilakukan di Aceh dan Jawa Tengah. Di beberapa kabupaten, hasilnya sangat baik. Di Demak, Jawa Tengah, sebagai contoh, Bupati telah menerbitkan peraturan bupati menggarisbawahi peran kelompok kerja guru sebagai forum untuk pengembangan keprofesian dan, sebagaimana dijelaskan di atas, mengharuskan seluruh guru tersertifikasi untuk mengalokasikan 4% dari tunjangan profesi untuk mendukung program PKB.

•

Lokakarya Perencanaan Bisnis Strategis LPTK dilakukan di seluruh provinsi pada triwulan ini. Sebagai akibatnya, LPTK sedang mengembangkan rencana bersama dengan kabupaten mitra untuk mendukung program pengembangan keprofesian berkelanjutan (PKB). LPTK akan dilibatkan dalam program perencanaan dan penganggaran PKB yang sedang berjalan untuk meningkatkan peran mereka sebagai service providers.

Koordinasi Teknis •

Pertemuan koordinasi yang rutin dan kegiatan lain bersama Pemerintah Indonesia dilaksanakan di seluruh tingkat, baik nasional, provinsi dan kabupaten, selama triwulan 15. Sejumlah pertemuan di tingkat nasional telah menjawab permintaan Kemdikbud untuk mendukung inisiatif kementerian dalam hal budaya baca.

•

Pertemuan unjuk karya praktik yang baik tingkat nasional dilaksanakan pada tanggal 28 Oktober 2015 di Kemdikbud untuk menampilkan pencapaian program di tingkat nasional. Sekretaris Jenderal Kemdikbud, Didik Suhardi, membuka acara mewakili menteri. Sejumlah pejabat tinggi dari kementerian pemerintah pusat turut hadir, demikian pula perwakilan dari 60 kabupaten mitra proyek dan LPTK mitra serta sejumlah perwakilan kabupaten non-mitra.


9

•

Pertemuan antara USAID PRIORITAS, USAID dan Menteri Pendidikan dan Kebudayaan dilaksanakan pada tanggal 22 Desember 2015. Direktur Misi USAID menghadiri pertemuan, yang berlangsung sekitar dua jam. Menteri secara khusus meminta USAID melanjutkan keterlibatan dengan Pemerintah Indonesia dalam mendukung pendidikan dasar. Sebagai tindak lanjut dari pertemuan dengan Mendikbud, USAID PRIORITAS bertemu Direktur Misi USAID, yang meminta program PRIORITAS untuk bekerja bersama Pemerintah Indonesia untuk menyusun konsep keberlanjutan dan perluasan inovasi program PRIORITAS.

Lain •

Andrew Sisson, Direktur Misi USAID Indonesia, mengunjungi Sulawesi Selatan, untuk melihat dampak implementasi program USAID PRIORITAS di sekolah di Makassar dan Maros.

Komunikasi •

Edisi ke-12 buletin nasional, PRIORITAS PENDIDIKAN, telah dicetak pada triwulan ini. Sebanyak 11.100 eksemplar telah didistribusikan pada mitra dan pemangku kepentingan utama di seluruh provinsi mitra.

•

Jumlah kunjungan pada situs program PRIORITAS meningkat dari 2.835.410 di triwulan 14 menjadi 3.896.334 di triwulan 15, dan jumlah pengunjung unik meningkat dari 63.359 menjadi 93.885.

•

Sebanyak 1.173 pemberitaan tentang kegiatan program PRIOIRTAS telah diterbitkan di media massa selama triwulan 15. Artikel yang terbit meliputi program membaca, pengembangan keprofesian berkelanjutan, penataan dan pemerataan guru, pelatihan tingkat nasional untuk pelatih, deklarasi pendidikan inklusif, dan unjuk karya praktik yang baik di Jakarta.

•

Program PRIORITAS juga memproduksi beberapa video pada triwulan ini: (1) Membaca bersama menggunakan buku besar dari buku bacaan berjenjang (4 video); (2) Membaca terbimbing menggunakan buku bacaan berjenjang; (3) Praktik mengajar pada Modul ToT pelatihan bagi pelatih; (4) Program buku bacaan berjenjang; (5) Dampak program USAID PRIORITAS; (6) Pendidikan Profesi Guru (PPG).

Gender dan Inklusi •

Spesialis pendidikan gender dan inklusi ikut serta di sejumlah pelatihan tingkat provinsi bagi fasilitator daerah untuk menekankan isu-isu pendidikan gender dan inklusi dan ikut serta dalam monitoring pendidikan gender dan inklusi di Cirebon, Jawa Barat serta Pamekasan dan Madiun, Jawa Timur. Spesialis juga melanjutkan mendukung sejumlah kabupaten dan pemerintah provinsi Sumatra Utara untuk pengembangan rencana pendidikan inklusi.

Monitoring dan Evaluasi •

Monitoring sekolah tahunan dilakukan antara Oktober - November 2015 di seluruh 50 kabupaten Kohor 1, 2 dan 3. Monitoring di Kohor 2 termasuk penilaian siswa dan penilaian membaca kelas awal (EGRA). Laporan monitoring akan dipersiapkan pada triwulan 16.

•

Pengumpulan data awal termasuk EGRA juga dilakukan di Papua Barat dan laporan monitoring diserahkan ke USAID di bulan Desember 2015.

10


Diseminasi •

Selama triwulan 15, kegiatan pelatihan diseminasi dilakukan di tujuh provinsi. Sebanyak 7.743 peserta dari 7.822 sekolah berpartisipasi dalam pelatihan. Kegiatan diseminasi ini didukung oleh dana sebesar USD 1,142 juta pembiayaan lokal dari kabupaten, Kemenag, atau BOS, dan USD 212,182 dari dana PRIORITAS. Terhitung dari awal program, 102.894 peserta dari 25.053 sekolah telah mengikuti pelatihan, memberikan manfaat bagi sekitar 6 juta siswa. Pelatihan ini didukung oleh USD 3,78 juta dana Pemerintah Indonesia dan BOS dan USD 791,569 dari dana PRIORITAS.


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1 PROJECT MANAGEMENT 1.1 1.1.1

Operations Project Office Leases

The project has completed the lease extension for the East Java office until April 2017, which is the planned end date of the USAID PRIORITAS project. The leases on all provincial project offices have been extended until the planned end of the project. The procurement team has also completed the lease of additional office space in Medan to support the expanded team in North Sumatra. 1.1.2

Vehicles

RTI is still processing the ownership transfer of three vehicles from the previous DBE project to USAID PRIORITAS. These vehicles are located in North Sumatra, East Java, and Central Java. The transfer process is expected to be finalized during the first quarter of 2016. Project staff are also processing the STNK (vehicle license) renewal for five vehicles that were purchased by the project and whose licenses will expire on January 5, 2016. Those vehicles are located in Aceh, North Sumatra, East Java, Central Java, and South Sulawesi. 1.1.3

Project Audit

On November 5, 2015, the project underwent an audit by RTI International’s External Auditor,Deloitte. The audit covered finance, procurement, equipment management, and human resources (HR). Although RTI has not yet received the official audit result, project leadership have been assured that there were no major adverse findings.

1.2

Monitoring Grant Implementation in Papua and Bali

The USAID PRIORITAS Finance Manager, with support from the RTI Procurement and Grants Manager, conducted grant monitoring visits to project grantees in Wamena (YKW and YASUMAT) and in Denpasar (YLAI). The visits took place from December 7–11, 2015. YKW and YASUMAT are implementing their second year grant. YLAI is implementing a no-cost extension until July 31, 2016, and preparing for their close-out process. All the grantees have shown good implementation results, including a significant impact for their beneficiaries. They have also increased their organization and management capacity, completed a fair and acceptable financial report, and properly managed the grant assets.

1.3

Finance Training in West Papua

On December 2–4, 2015, the project Finance Manager, with support from the RTI Finance Director and her team, installed a new QuickBooks account and Straight2Bank payment system for the Ransiki West Papua provincial office and trained the provincial staff in the use of the systems.

12


1.4

Human Resources

A total of 66 staff have been hired during quarter 15, mainly to support the implementation of the Leveled Reading Book Program. In addition, HR has also contracted four new national consultants. Staff recruitment for the Papua office was completed in this reporting period. A list of newly hired staff is included in Annex 2. Other staffing changes are provided in Tables 1–2 below. A summary of current staffing is shown in Table 3. Approval was also obtained from USAID for contract extensions for district training facilitators employed as short-term technical assistance (STTA) in a total of 91 districts and TTIs. Staff—Terminations/Resignations Name Edi Heryanto Saparuddin M. Irfansyah P Nurman

Title Junior Accountant Office Assistant Office Assistant Office Assistant

Organization RTI RTI RTI RTI

Location North Sumatra South Sulawesi North Sumatra Banten

Last Day October 19, 2015 November 7, 2015 December 11, 2015 December 29, 2015

Staff—Changes of Position Name Eman Sulaeman Asrul Anwar Edi Heryanto Ilham Lahiya

Title Changed to Technical Coordinator Technical Coordinator Administrative Assistant Administrative Officer

Effective Date October 12, 2015 October 12, 2015 October 12, 2015 December 1, 2015

Staff—Total Number (RTI, EDC, and WEI) Province Jakarta Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi Papua and West Papua Total

Male 20 19 26 13 20 23 26 19 4 170

Female 12 10 10 8 10 9 11 9 2 81


Total 32 29 36 21 30 32 37 28 6 251

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1.5

RTI Home Office Manager Visit

Alastair Rodd, the RTI Home Office Manager responsible for USAID PRIORITAS, visited Indonesia from November 30 to December 4, 2015, to review project progress and discuss future plans. His activities included: •

Meetings with various groups of project technical and operations staff;

•

A meeting with USAID; and

•

A field visit to two project partner schools in West Bandung District, West Java.

1.6

Alastair Rodd, the RTI Home office Manager responsible for USAID PRIORITAS (left) and Stuart Weston, USAID PRIORITAS COP, visiting a USAID PRIORITAS partner school in West Bandung District, West Java.

Teaching and Learning Advisor Visit to EDC Home Office

The Teaching and Learning Advisor visited the Education Development Center, Inc. (EDC) Home Office in Washington, DC, to attend the Chief of Party Summit from November 9–13, and worked with EDC home office staff on issues of HR, Finance, Operations, and IT on November 16–17. The program brought together Chiefs of Party and Technical Advisors from more than 20 projects currently managed by EDC. Covered topics included basic education and literacy work, workforce development programs, project management, project support systems, security, compliance, integrating gender into fieldwork, monitoring and evaluation, new business development, and information and communication technology (ICT) developments.

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2 PROJECT ROLLOUT, GRANTS, AND PARTNERSHIPS 2.1

Supporting Reading Development

2.1.1

Leveled Reading Book Program

A total of 1,011 packages of the leveled reading books have been printed and packaged by the Gramedia printing company for distribution to project partner schools and partner TTIs. The books were inspected by USAID PRIORITAS staff during November and December. A number of problems were identified and have been rectified by Gramedia. The packages of books were delivered to provincial offices in mid-December 2015.

A participant in the refresher TOT for leveled reading books, modeling how to teach using a big book.

The USAID-contracted printing company has completed printing 12,100 packages of books that the project will distribute to nonpartner schools in the project districts. These books arrived in Indonesia in late December. After customs clearance, they will be stored at five distribution points around the country. Various activities related to the leveled reading book program have already taken place or are planned in the near future, as noted below: •

During quarter 15, district facilitators from USAID PRIORITAS Cohort 1 and DBE districts in the seven partner provinces completed their training on using the leveled reading books. A refresher TOT was conducted in Bali in mid-December 2015 (see section 4.2 for more details). The facilitators present at the TOT will disseminate the results of the training to other district and TTI training facilitators in January 2016. Training for teachers from partner schools in using the leveled reading books is expected to start in February 2016.

•

USAID PRIORITAS will conduct training of additional district facilitators to support training for non-partner schools. The TOT is expected to be implemented in February 2016, which will be followed by training teachers from non-partner schools starting in March 2016.

•

Following interviews during quarter 14 and 15, 69 new members of staff, including technical coordinators, junior accountants, logistic officers, administrative assistants, and program assistants were appointed to support program implementation, particularly for the non-partner schools. The technical coordinators, administrative and program assistants in each province started work in the latter part of quarter 15. The junior accountants and logistic officers will start work in early January 2016.

•

Orientation and planning workshops at the province level have been conducted in the seven provinces. Local governments have made commitments to provide cost-sharing for teacher training in using the leveled reading books. By December 2015, non-partner school clusters to receive the books, as well as additional district facilitators, were selected in most districts.


15

Selection is expected to be completed in January 2016. The selection process was conducted jointly between local government and the project. District-level orientation and planning workshops to support the program will be conducted in February 2016. 2.1.2

Developing a Reading Culture

An important focus of the whole school development (WSD) training has been on encouraging schools to develop a reading culture, including developing activities and programs to promote reading and improving the teaching of reading, especially the development of reading comprehension across the curriculum. The program has been given added support by the declaration of the Minister of Education and Culture in late 2015, requiring schools to allocate 15 minutes of reading time every day.

Serdang Bedagai Head of District, Sergai Ir. H. Alwi, M.Si., declares his support for a reading culture program in all the district’s schools.

There are examples of good practices in developing a reading culture in schools in all of the USAID PRIORITAS partner districts. During quarter 15, the district heads in three partner districts made official declarations and held special events to launch a reading culture program. These events took place in Tasikmalaya in West Java (October 31), Banjarnegara in Central Java (November 19), and Serdang Bedagai in North Sumatra (November 28). The District Secretary of Kuningan District, West Java, attended a similar launch event at a school in his district on December 16. The project has held several meetings with MOEC representatives, in particular with representatives of the Directorate General of Basic and Secondary Education, including with the Director General himself, to discuss ways in which USAID PRIORITAS can support the reading activities being promoted by MOEC. At MOEC’s request, the project has provided a list of 10 USAID PRIORITAS partner districts, where schools are implementing the reading culture program and where district governments have provided the program with significant support and encouragement. These districts are shown in Table 4 below. Districts Implementing Good Practices in Developing Reading Culture Province Aceh

Aceh Barat Daya

North Sumatra

Serdang Bedagai

Banten

Kabupaten Tangerang

West Java

Ciamis Bandung Barat

Central Java

Banjarnegara

East Java South Sulawesi 16

District

Lumajang Mojokerto Sidrap Bantaeng USAID PRIORITAS – Quarterly Report No. 15, October–December 2015

As a result of these meetings, a representative of MOEC made a visit to Lumajang District in East Java to view the district’s potential to become a model district for literacy. The representative reported being very impressed by what he had observed in the district. 2.1.3

Book Donation to Partner Schools

As part of YLAI’s commitment to improving reading and promoting a reading culture in Indonesian schools, they provided over 1,000 copies of each of six picture book titles they had created together with the Room to Read organization. USAID PRIORITAS is distributing a set of these six books to all the Cohort 1, 2, and 3 and TTI partner primary schools. These books can be used in the shared reading program, in the library for storytelling, and for individual reading. The books were introduced to the Teacher Training Officers (TTOs) and Cohort 1 facilitators during the national refresher training in December in Bali. All TTOs and facilitators attending the training received a set of the six books for their use.

2.2

Papua

Activities being implemented by YASUMAT under the second phase of the USAID PRIORITAS grant continued in Yahukimo District in Papua Province during quarter 15, while activities restarted in Jayawijaya District, when the grant to YKW was renewed for a second phase in October 2015. The activities in both districts are described below. 2.2.1 a)

YASUMAT Activities Training of trainers

Training of trainers (TOT) took place from September 28 to October 2, 2015, for nine teacher mentors and three teacher trainers. The content of the training included a discussion of mentoring linked to an evaluation of the mentoring, which took place under the first phase of the grant, as well as material on the Papua-contextual textbooks (BPKP) for mathematics and Bahasa Indonesia. b)

Training of teachers

Training of teachers in the new Phase 2 1 partner schools in Soba cluster took place from September 28 to October 9, 2015. A total of 22 teachers from five partner schools and two non-partner schools took part in the activity. The content of the training included using the BPKP, making lesson plans, applying practical teaching, and evaluating students’ learning. Training for the Phase 1 partner schools from Puldama cluster took place from October 21 to November 3, 2015. A total of 37 teachers from 13 schools attended. The content of the training included lesson evaluation and using contextual teaching aids. c)

Teacher mentoring

Teacher mentoring took place in partner schools in seven clusters, including five clusters from Phase 1 schools and two clusters from Phase 2 schools. Altogether, mentoring took place in 66 schools.

1

Phase 1 schools refers to those schools that joined the program under the first phase of the grants to YKW and YASUMAT, while Phase 2 schools refers to those schools that joined the program under the second phase of the grants to YKW and YASUMAT.


17

d)

Distribution of Papua-contextual textbooks (BPKP)

BPKP books were distributed to the schools in the two Phase 2 clusters. The distribution was somewhat delayed because of air transportation problems. e)

Showcase meeting

A showcase meeting took place in Dekai on October 13, 2015, to present the achievements of the YASUMAT program in the partner schools. The showcase was attended both by partner and nonpartner schools in Yahukimo District and by representatives from the District Education Office and local churches. This activity had been scheduled to take place during the first phase of the grant but had been delayed due to security concerns. 2.2.2 a)

YKW Activities Selection of YKW partner schools

New Phase 2 YKW partner schools were selected jointly by YKW staff and a team from the Jayawijaya District Education Office. From a list of 51 possible schools, 15 new schools were selected to be the new YKW partners. This makes a total of 34 partner schools, of which 19 schools were partners from Phase 1 of the grant. b)

Program orientation

Program orientation meetings took place between October 12 and October 23, 2015, for the 15 new Phase 2 schools. The orientation focused on explaining the program that will be implemented in the schools and ensuring the schools’ commitment to implementing it. c)

Training of trainers

Training for 11 new project trainers took place between October 26 and November 2, 2015. The training was originally planned for seven people. However, four teachers from Lani Jaya District asked to join the training. Most of their costs were paid by the district itself. Training content included using the Papua-contextual textbooks (BPKP), how to train teachers, good classroom management, and making appropriate teaching aids. d)

Training for new partner schools

Training for 36 teachers from the 15 Phase 2 partner schools took place on November 16–20, 2015. Training content included the principles of teaching Bahasa Indonesia and mathematics, making contextual teaching aids, and applying good classroom management. e)

Training for teachers from Phase 1 schools

Training for 14 teachers from Phase 1 partner schools took place over five days on November 9–13, 2015.2 Training content included additional practice in using the BPKP, methods for teaching the basic concepts of Bahasa Indonesia and mathematics, making contextual teaching aids, and implementing effective classroom organization.

2

Five schools were not represented, as teachers were scheduled to take part in the national online Teacher Competency Assessment. It is expected that all 19 schools will take part in future rounds of training.

18


f)

Distribution of the BPKP to new partner schools

Distribution of the BPKP books to the 15 Phase 2 partner schools took place from November 23 to 27, 2015. Each school received a total of 640 books covering mathematics and Bahasa Indonesia for grades 1 and 2.

YASUMAT staff training teachers in the Soba cluster.

2.2.3

YKW staff training newly recruited trainers.

Coordination Meetings

The USAID PRIORITAS Technical Coordinator for Papua attended a meeting with the Head of the Papua Provincial Education Office and a number of the Education Office staff on November 30, 2015, to report on progress with the USAID PRIORITAS program in Jayawijaya and Yahukimo. Further meetings were held during quarter 15 with the USAID KINERJA project and the Education Sector Analytical and Capacity Development Partnership (ACDP) Papua program to update them on the USAID PRIORITAS program in Papua.

2.3

West Papua

a)

Coordination meetings

A number of coordination meetings took place during the quarter. The USAID PRIORITAS team met separately with the Secretary of the West Papua Education Office on October 4, 2015, and with the Head of South Manokwari District on November 4, 2015, to update them on progress with the program. The project team also met regularly with the Head of the South Manokwari Education Office and his staff in connection with the preparation and implementation of training in teaching and learning and school management for the project partner schools. b)

Baseline monitoring

USAID PRIORITAS implemented baseline monitoring with all 10 partner schools in South Manokwari District and all six partner schools of STKIP Muhammadiyah Manokwari in Manokwari District, using a modified set of the project indicators, adapted for conditions in West Papua. The EGRA was administered to students in six of the 10 partner schools in South Manokwari. Reports on the baseline monitoring and EGRA have been prepared and were submitted to USAID in December 2015.


19

c)

Training in teaching and learning and in school management

Training in teaching and learning and in school management for the 10 partner schools in South Manokwari took place in November 2015. District Education Office staff and local training facilitators participated in the preparations, and the training was conducted on November 16–19, 2015, in Oransbari Village. The opening address at the training was given by the Assistant II of the South Manokwari District government. Table 5 shows that 82 persons participated in the teaching and learning training and 75 persons in the school-based management training. Materials for the teaching andlearning training were adapted from USAID PRIORITAS’ first training module (Module 1) and focused on the following: •

What is active learning?

•

Making and using big books to teach reading.

•

Making lesson plans using active learning.

•

Applying practical teaching.

•

Making follow-up plans.

The training in school-based management (SBM) focused on the role of the school community and how to increase student attendance at school. Summary of Training Participants, West Papua Participants Mentoring facilitators School principals Teachers Education Office staff School supervisors School Committee members Religious organizations Village Heads Total

d)

Teaching and Learning, November 16–18 8 10 60 1 3 82

SBM November 19 8 10 20 1 3 17 8 8 75

Other activities

The USAID PRIORITAS West Papua team visited several partner schools in South Manokwari to monitor the implementation of the training results. The results were visible in several schools where the children were sitting in groups in support of active learning, teachers were using the big books, and changes had taken place in teaching styles with a greater focus on student participation in the lessons.

20


Training participant showing a “Big Book” made during the training in teaching and learning, November 16–18, 2015.

2.4 2.4.1

Students conducting an experiment during a practical teaching exercise, which took place as part of the training.

Partnerships to Support Reading Improvement Yayasan Literasi Anak Indonesia Grant

Most of the activities funded by the grant to YLAI were completed on schedule. The main activity during quarter 15 involved their attendance at the provincial TOT in five provinces: North Sumatra, Aceh, East Java, Central Java, and Banten. Although it was not included in the grant, YLAI also took part in the national showcase meeting at MOEC on October 28 in Jakarta and in the preparation training for the Phase 2 districts’ EGRA. The grant was due to be completed on December 14, 2015, but YLAI were unable to complete their final activity, the monitoring of district training, as the training was delayed pending the completion of the printing of the leveled reading books for distribution to schools. As a result, YLAI has requested and been granted a no-cost extension to the grant for a period of up to seven months to complete the monitoring of district training. 2.4.2

TTI Partnership between Florida State University (FSU) and the State University of Semarang (UNNES)

The main activity that occurred during quarter 15, as part of the TTI partnership between FSU and UNNES, has involved piloting eight units of training and classroom materials to support teacher training in developing reading and literacy, especially in the early grade classes. The lecturers who developed the materials have been trying the materials out in their classes of students at UNNES. The FSU team will be returning to Indonesia in February 2016 to complete and pilot a further four units and finalize all units before rolling out these units to the other partner TTIs in mid-2016.


21

UNNES lecturers, supported by FSU, have developed materials to train students to teach reading and literacy and have been trying out these materials in their classes with UNNES students.

22


3 STRENGTHENED INSTRUCTION IN SCHOOLS: TTI DEVELOPMENT 3.1 3.1.1

TTI Lab and Partner Schools Meeting and Working with Lab and Partner Schools

During quarter 15, the project facilitated four meetings between TTIs and their lab and partner schools. North Sumatra held a meeting on October 6 and South Sulawesi on December 22. Central Java met with their Semarang partners on October 15, and their partners in Yogyakarta on October 16, 2015. The meetings provide the opportunity to bring together TTI, project, and school staff for the purpose of reviewing training and planning for upcoming training activities. The project facilitates these ongoing meetings four times per year. See provincial reports in Annex 1 for further details. 3.1.2

Mentoring TTI Lab and Partner Schools

USAID PRIORITAS will encourage and support partner TTI facilitators, with assistance from project staff, to provide ongoing mentoring and development of teachers and school management staff in the TTI lab and partner school program. The program is developed by the TTI partners, their laboratory schools, and project staff according to the capacity and needs of their partners. The activities are connected and support the work done during training and meetings with the partner schools. During this quarter, project teams in Banten and West Java completed their mentoring visits with primary and junior-secondary TTI lab and partner schools. Teaching and Learning TTI training facilitators provide technical assitance for teachers in developing lesson plans and for how to implement them in the classroom. They also facilitate teachers to conduct reflection, peer observation, and improve their lesson plan based on inputs from peerteachers and from facilitators. School-Based Management TTI facilitators provide technical support for school principals and school committees in developing and improving school work plans and school budget plans and how to implement them effectively. Mentoring of TTI lab and partner schools will be ongoing during 2016.

3.2 Good Program

Practice

Schools

The Good Practice Schools are those project partner schools that have been selected for their progress towards improvement of overall whole-school development. They are good examples of change in action and provide a focal point Review meeting with Good Practice Schools in Bantaeng, South Sulawesi. in each district for sharing and exemplifying good practices in teaching and learning, school-based management, and community participation. On average, there are four schools in each district, representing primary and junior-secondary,


23

government and madrasah schools. The Good Practice schools also provide provincial TTIs and their student teachers places where effective teaching and learning and school management can be observed, as well as an environment of support for student teachers when completing their teaching practice in the field. 3.2.1

Review Meetings with Good Practice Schools; Cohorts 1 and 2

During this quarter, as shown in Table 6 below, five provinces met with their Good Practice schools to review progress and ensure continued support from the project for school improvement. See provincial reports in Annex 1 for details Review Meetings with Good Practice Schools in Cohorts 1 and 2 Primary and Junior-Secondary Schools Province North Sumatra

Cohort 2

Banten West Java

2 1

East Java

1

South Sulawesi

1 2

3.2.2

Date October 19 October 26 November 11–12 October 12 October 15 October 19 October 30–31 November 16–17 November 25–26 October 2–3 October 7–8 October 12–13 October 9

Districts Langkat Tobasa Tangerang Selatan Ciamis Cimahi Bandung Barat Situbondo Pamekasan Blitar Bantaeng Wajo Maros Bone

Study Visits to Good Practice Schools in Other Districts

The Study Visit program encourages schools and stakeholders to learn from observation and discussion with successful, established project schools in other cohorts and districts. Earlier in the project, Cohort 1 schools gained benefits from visits to successful schools in neighboring DBE districts. During this quarter, Cohort 2 schools visited the most successful schools, identified as Good Practice schools, in Cohort 1 districts. Cohort 2 school districts visited schools mainly in neighboring provinces, as shown in Table 7 below. Study Visits to Good Practice Schools in Other Districts Province Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi

Date and Location November 4–5, 2015 (to North Sumatra) November 27–28, 2015 (to West Java) November 17–18 2015 (to West Java) November 24–25, 2015 (to Central Java) November 23, 2015 (to West Java) November 26–27, 2015 (to Central Java) November 10–11, 2015 (to East Java)

All visits included teams of teachers, principals, supervisors, school committee member representatives, project district facilitators, and staff of local District Education and Religious Affairs Offices. There are generally four Good Practice Schools in each district, selected by stakeholders as the best examples of project uptake and implementation; one government primary and junior-secondary 24


school, and one madrasah primary and junior-secondary school. These schools were the hosts for the Cohort 2 schools visits. Details of each visit can be found in the provincial reports in Annex 1, but general comments applicable to all are as follows: •

Participants observed effective implementation of student centered, active learning approaches. They shared information related to planning, preparation, and implementation of lessons that challenge students to not only understand, but to also apply their learning.

•

Thematic approaches and learning, using scientific approaches as recommended in the curriculum, were observed and discussed.

•

Student displays of work, well organized classrooms with reading corners, and teacher-made materials were observed and discussed.

•

The importance of the teacher working groups (KKG/MGMP) was observed and noted, and their role in teacher professional development was discussed.

•

Participatory school management was observed, including development of priorities and school budgets.

•

The importance of school committees in planning, monitoring, and evaluation for school improvement was noted and discussed.

•

The importance of a common understanding and a common resolve by inclusion of all parties, i.e., teachers, principals, committee members, supervisors, district facilitators, and district government staff, were discussed and noted.

During these visits, action plans were developed for implementation upon return to the home districts. The visits provide motivation and inspiration for new project districts to aim for quality reform and to see that change is possible with collaborative efforts.

3.3

Teacher Practicum Program

USAID PRIORITAS is working with partner TTIs to improve the quality and effectiveness of teacher practicum programs. TTIs currently offer practice teaching programs as part of the pre-service component (the Student Teacher Practicum [PPL] one-semester program) and the one-year postgraduate Teacher Professional Education (PPG) program, consisting of university workshops and practical teaching in schools. At present, some TTIs offer the PPG program, and some offer the shorter undergraduate PPL program only. In the next three years, all TTIs will be required to offer PPG programs in an effort to improve the preparation of new teachers to work in the classroom. The PPG program consists of two parts: a workshop lecture program in the first semester and a school placement for the second semester. The project will assist TTIs in reviewing their current practices and programs and support them in developing improved programs for teacher practicums.


25

3.3.1

Provincial Workshops for Socialization and Capacity Building of PPG Instructors

During quarter 14, a group of key persons representing partner TTI Practicum Departments, GOI, project staff, and consultants met to finalize the draft materials requested for improving the PPG Workshop Program. The seven units requested were adapted from completed in-service and pre-service materials produced and tailored for use in the lecture program that precedes the school practice semester. These were listed in the USAID PRIORITAS Quarter 14 Report. During quarter 15, the materials were shared and socialized with around 50 key partner TTI staff from the PPG and PPL departments, who are responsible for both primary and junior-secondary school teacher training, as shown in Table 8 below.

Conducting provincial workshops for orientation and capacity building of PPG lecturers at the State University of Yogyakarta.

Provincial Workshops: Socialization and Capacity Building of PPG Instructors Province Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi

Date and Location December 10–12, 2015 To be held January 2016 December 17–19, 2015 December 21–23, 2015 December 5–7, 2015 (Yogyakarta) December 16–18, 2015 (Semarang) To be held January 2016 November 26–28, 2015

The purpose of the workshops was twofold: (1) to introduce the draft materials to the PPG instructors, and (2) to seek feedback on their relevance and value for program quality improvement. The reports from provinces to date have been very positive, with many TTIs appreciating the materials that can be used as the basis of their lecture programs. Many partners reported that they do not have a comprehensive program for the workshop component of practicum teaching and some had no real plans, apart from making lesson plans and doing a simulation through peer teaching sessions. All provinces are now in the process of reporting back to other TTI staff about the outcomes of these workshops, including suggested feedback and proposed edits to the materials before they are finalized. See the provincial reports in Annex 1 for further details. MORHE is now interested in knowing more about the work of USAID PRIORITAS practicum activities. Following a meeting between the project’s University and Stakeholder Senior Manager and the MORHE Director of Learning, Paristiyanti Nurwardani, on December 3, 2015, MORHE planned to send two staff representatives to participate in one of the provincial workshops. Thus, MORHE Directorate of Learning representatives, Hendra Suryanta and Hendri Tambunan, attended the workshop held in Semarang on December 16–18, 2015, and actively participated in all sessions. They were very impressed with the participatory approach implemented in the training,

26


and they felt the content of the training would be very useful for PPG instructors, especially the materials related to active learning and teaching practice. Dr. Paristiyanti attended the Semarang workshop on the final day and gave a presentation outlining plans for the revitalization of TTIs, including PPG. She expressed her appreciation for USAID PRIORITAS’ efforts to support the improvement of PPG in TTIs and wishes to strengthen the collaboration across areas such as classroom action research, international journal publications, and national standards for teacher preparation. A meeting of key persons to edit and finalize the PPG materials will be held in Jakarta in January 2016. Following the completion of the materials, the final product will be shared with MORHE, as requested, and disseminated through the project-partner and consortia-partner network.

3.4

Developing TTIs as Strategic Business Planners USAID PRIORITAS has been working with partner TTIs to develop their capacity as “service providers”—essentially facilitators who are able to provide a training program to facilitate data analysis, financial analysis, or education planning at the district and province level and to support policy development in areas such as teacher distribution, school planning, and teacher training needs identification.

During this quarter, the project worked with the TTIs in each province to help them develop plans and approaches that are consistent with the concept of being a service provider. Province-level workshops were held in each of the seven partner provinces, as shown in Table 9, to develop the concept of TTIs acting in a more entrepreneurial, strategic, and business-minded way to fulfill this role. The Rector of Sultan Ageng Tirtayasa University, Prof. Dr. Sholeh Hidayat, addressing participants at a TTI strategic business planning workshop in Banten.

TTI Strategic Business Planning Workshops Province Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi

Date October 12–13, 2015 November 11–12, 2015 November 5–6, 2015 December 3–4, 2015 November 17–18, 2015 December 22–23, 2015 October 16–17, 2015

These Strategic Business Planning workshops focused on the following: •

Developing understandings of the role of a service provider in a competitive and quality-oriented environment;

•

Identifying existing services provided by TTIs and sharing good practices in training, consultancy, and service delivery;


27

•

Identifying needs for support with teacher in-service training in districts and in MORA, and matching TTI planning with those needs;

•

Discussing institutional arrangements for managing personnel, finances, and similar aspects.

These workshops were attended by high-level officials from partner TTIs and consortia members, in most cases rectors and/or vice-rectors, along with heads of MORA offices and representatives from district education offices, plus province representatives and TTI personnel, including those who have been working with USAID PRIORITAS, both as facilitators for training and consultants for the governance and management program. Each workshop resulted in a draft plan for each TTI to provide services in 2016 to match the needs in partner districts and for MORA. Representatives of the TTIs also participated in the workshops for the Continuing Professional Development (PKB) planning program described in the Governance and Management section of this report. The intention is to link the two activities, so that the TTIs are able to develop their role as a service provider to support the districts in planning and implementing Continuous Professional Development programs with their teachers.

3.5

TTI Review and Preparation Meetings

These meetings, held up to six times per year, provide the project staff with the opportunity to meet with TTI facilitators for review of completed activities and preparation for upcoming activities. During this quarter, North Sumatra held two meetings, East Java held two meetings, and South Sulawesi, one meeting. See provincial reports in Annex 1 for details.

3.6

Support for Dissemination in TTIs

USAID PRIORITAS facilitates the dissemination of project activities using a cost-share arrangement upon request from non-partner TTIs. The project also assists requests to train additional teachers and lecturers to increase the numbers trained in a school or TTI department, thereby strengthening capacity and quality. For such requests, the project provides facilitators and materials, and the requesting institution meets all other costs associated with the training. On December 17–19, 2015, Aceh TTI facilitators provided dissemination activities to the University of Serambi Mekkah. Thirty-five lecturers were trained by five project TTI facilitators, using materials from USAID PRIORITAS Modules 1 and 2. Topics covered included active and contextual learning, developing questions for higher order thinking, effective classroom environments, developing media for teaching and learning, conducting authentic assessment, and developing quality lesson plans. Semarang partner TTIs facilitated activities for Universitas Kristen Satya Wacana (Satya Wacana Christian University [UKSW]), Salatiga, Central Java, on November 26–28. South Sulawesi carried out dissemination training for Universitas Cokroaminoto (UnCok), Palopo, South Sulawesi, on December 3–5, and to Institut Agama Islam Negeri (State Islamic Institut [IAIN]), Palopo, on December 17–20, 2015. Requests from non-partner TTIs for dissemination of project activities continue to grow, and in the later part of project implementation, when all major activities are completed, it is planned to promote an increased amount of dissemination, where possible. The role of partner TTIs as future disseminators of good practice is one the project hopes to promote for sustainability and continued growth beyond the lifespan of USAID PRIORITAS.

28


3.7

USAID PRESTASI Program.

The USAID PRESTASI program is working with USAID PRIORITAS to contribute to improved teacher practicum programs in Indonesia. The PRESTASI program provides opportunities for key persons in partner universities and GOI representatives to visit a US university, with the aim of identifying best practices in teacher preparation. Twenty-five participants from project partner universities attended an eight-week program at Michigan State University (MSU) in November. Three GOI representatives visited for one week to familiarize themselves with the program, meet with representatives of the US Education system, and observe the program in action. The USAID PRIORITAS University and Stakeholder Coordinator accompanied three GOI representatives during the visit to the USA on November 15–21, 2015. The three staff were Neneng Heryati (Directorate General of Teachers and Educators – MOEC), Imam Syafei (Directorate of Islamic Higher Education – MORA), and Farhatin Ladia (Directorate of Madrasah – MORA). The varied activities at MSU, which included school visits, discussions with stakeholders, and intensive discussion with MSU lecturers, were intended to enhance the TTI lecturers’ project planning abilities, which had been developed in Indonesia prior to their departure. With facilitation by the University and Stakeholder Coordinator, ministry staff obtained knowledge and experiences about the education system in the US, teacher assessment, and teacher preparation (including teacher practicum/PPL). Mutual understanding between TTI lecturers and MOEC and MORA was also developed. MOEC and MORA will provide concrete support for the implementation of TTI lecturers’ action plans for the teaching practicum upon the completion of the program.

Meeting with Brian J. Whiston (School Superintendent from the State of Michigan) and staff of Michigan State Department of Education.


29

4 STRENGTHENED INSTRUCTION IN SCHOOLS: WHOLESCHOOL DEVELOPMENT To support the improvement of in-service teacher training, USAID PRIORITAS works with TTIs, districts, and district facilitators drawn from the ranks of teachers, principals, and supervisors, to develop their capacity to deliver training to teachers, initially in clusters of project partner schools. The focus is on cluster-based training (teacher working groups, known as KKG and MGMP) and whole-school development. Activities include module development, TOT at the national and provincial level, school-level training delivered to clusters of schools, and in-school mentoring (known as “pendampingan”) to support schools and teachers to implement the outcomes of the class-based training.

4.1

Preparation of Training Module for School Principals and Supervisors

Preparation of a special training module for principals and supervisors is underway. Following discussions about project staff and a review of district needs, the focus of the module is on supporting dissemination of project programs in the districts. The module will introduce school principals and supervisors to the programs, including giving them an understanding of the changes that are being promoted in schools and helping them understand and develop their own roles in supporting the implementation of these changes. The development of the module is drawing on the existing resources in DBE and USAID PRIORITAS training modules. The module is expected to be completed in quarter 16.

4.2

Refresher Training of Trainers in Module 3 for Primary Schools

The national TOT for primary schools in Module 3 took place in May 2015. This was followed by provincial TOT, which started in August 2015 and continued into quarter 15, as described in the next section. Having observed the implementation of the provincial TOT in several provinces, USAID PRIORITAS technical staff determined that some revision of the module and strengthening of the training facilitators needed to take place before training was delivered to schools.

Refresher training of trainers in Module 3 for the early grade classes of primary school (grades 1–3).

Refresher training of trainers in Module 3 for the upper grade classes of primary school (grades 4–6).

As a result, a refresher TOT took place in Bali on December 15–18, 2015. Participants included representatives from all the 23 Cohort 1 districts, as well as a number of other participants from each province. The training was divided into two parts. The first two days were devoted to the early grade classes of the primary school (grades 1-3) and the second two days to the upper grade classes of the primary school (grades 4-6). The early grades training focused on activities using the leveled 30


reading books, which will be delivered to schools shortly. The higher grades training focused on some revision and simplification of the training material in the four core curriculum subjects: Bahasa Indonesia, mathematics, science and social studies. The training used video material of teachers implementing Module 3 training materials, which the participants analyzed and from which they learned. On returning from the refresher training, the district facilitators, who had taken part, were charged with passing on the material from the training to the other training facilitators in their districts and other partner districts. The district facilitators in Cohort 1 and DBE districts will start to roll out the training to partner and non-partner schools during quarter 16.

4.3

Training of Trainers from Cohort 1 Districts in Module 3

Along with district facilitators, who will later train teachers, during quarter 15, six representatives of each partner TTI attended the training events in each province (five for the teaching-and-learning [T&L] component and one for the school-based management [SBM] component), as shown in Table 10. Participants included facilitators from former DBE districts, where dissemination programs are underway. Provincial Training of Trainers for Module 3 – North Sumatra Primary School Training SD/MI Province

Date

Number of Participants M

F

Total

North Sumatra T&L

September 30–Oct 03

43

74

117

SBM

October 4–7

36

25

61

A report on the primary school training in Module 3 for Cohort 1 districts in Aceh and South Sulawesi was inadvertently omitted from the quarter 14 report. The training took place as shown in Table 11 below. Provincial Training of Trainers for Module 3 – Aceh and South Sulawesi Primary School Training SD/MI Province

Aceh South Sulawesi

4.4 4.4.1

Date

Number of Participants M

F

Total

September 5–8 (T&L)

26

34

60

September 10–13 (SBM)

16

14

30

August 11–15 (SBM)

46

35

81

School-Level Training in Module 3 for Junior-Secondary Schools Cohort 1 Districts

A total of 17 of the 23 Cohort 1 districts completed the junior-secondary school Module 3 training, with 1,016 participants trained. As training in teaching and learning had taken place in many districts in the previous quarter, a considerable proportion of the training in quarter 15 was in school-based management (SBM). Participant categories are shown in Table 12 and Figure 1. Although the majority of the participants were teachers, considerable numbers of school committee members, school


31

principals, and supervisors took part in the SBM training. Details of the training, by district, are included in Annex 5. Whole-School Development Training for Cohort 3 District Partner Junior-Secondary Schools Participant Category

Total

School Principals

143

Teachers

596

School Committee Members

203

School Supervisors

95

District Education Staff

14

Other District Staff

2

MORA Staff

4

Others

6

Press

2

Grand Total

1,065

Whole-School Development Training for Cohort 3 District Partner Junior-Secondary Schools

4.4.2

DBE Districts in Aceh

USAID PRIORITAS is continuing to support the implementation of the junior-secondary school training program with partner schools in three DBE districts in Aceh, because junior-secondary schools in Aceh were not involved in the DBE program. Training took place on quarter 15 in three districts, as shown in Table 13 below.

32


School Training in Module 3 in Aceh DBE District District/ Type of Training Aceh Tengah Teaching & Learning SBM Bireuen Teaching & Learning SBM Pidie Teaching & Learning Total

4.5

Secondary School Training SMP/MTs Number of Participants Date M F Total Nov 28–30 Dec 01–03 Dec 17–18

4 9 27

41 39 17

45 48 44

Oct 01–03 Oct 05–07 Nov 10–11

10 11 31

54 52 10

64 63 41

Dec 07–12

17

98

115

109

311

420

Training of Trainers in Module 2 for Cohort 3 Districts

Training of district facilitators in Module 2 from four Cohort 3 districts in East Java took place in November 2015. As shown in Table 14, a total of 140 facilitators were trained in teaching and learning both from primary and from junior-secondary schools. Training in school-based management is expected to take place in quarter 16. These facilitators will then train teachers and school principals from their partner schools using the module. TOT in Module 2 for Cohort 3 Districts Primary School Training SD/MI Number of Participants Province East Java Teaching & Learning

4.6

Date Nov 24–27

Secondary School Training SMP/MTs Number of Participants

M

F

Total

Date

M

F

Total

40

32

72

Nov 28–Dec 01

46

22

68

Mentoring for School Principals and Teachers

Mentoring continues to take place in all USAID PRIORITAS partner districts to follow-up and support the training in teaching and learning and school management that have taken place at the district level. USAID PRIORITAS staff have made several visits to districts and schools to observe the mentoring activities and their impact. It is agreed among USAID PRIORITAS staff and district partners that future activities should focus on strengthening the capacity of the district facilitators to: • •

Observe and analyze lessons to identify strengths and weaknesses in teaching and learning Disseminate the good practices and strengths identified and address the weaknesses.


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5 GOVERNANCE, MANAGEMENT, AND LINKAGES In addition to the school-based management training described above, activities under Components 2 and 3 in this quarter continued to focus on two main programs: (1) Teacher Deployment (PPG) and (2) Strategic Planning for Dissemination and Continuous Professional Development (PKB). These activities are described below.

5.1

Teacher Deployment

5.1.1

Teacher Deployment Outcomes

Kuningan Head of District, Utje Ch. Suganda, presenting teacher deployment outcomes in her district at the USAID PRIORITAS National Showcase in Jakarta.

The analysis and planning for teacher deployment was completed in all Cohort 1 and 2 districts in previous quarters. Implementation workshops have also taken place in all Cohort 1 and 2 districts, with the exception of two in Banten. Plans to conduct the workshops in Tanggerang and Tanggerang Selatan this quarter were postponed because the districts were too busy with other activities. The workshops are now scheduled to take place next quarter.

Meanwhile, project support for policy implementation in 51 districts is ongoing in the form of routine review meetings. Some 31 formal regulations have been promulgated at the district level to support the implementation of new teacher deployment policies, representing an increase of 11 regulations since the past quarter. The number of formal policies and practical programs to improve teacher deployment continues to grow. Policy outcomes vary depending on local contexts, and to date they include the following: •

Merging (or “regrouping”) of small primary schools in close proximity: 526 small schools have been regrouped, resulting in 262 merged schools.

•

Establishing multigrade teaching in small and isolated primary schools where a merger is not possible: 105 schools have combined classes and are implementing multi-grade methodologies.

•

Transferring teachers from overstaffed to understaffed schools—sometimes with incentives for teachers to relocate to less attractive locations: 4,291 primary school teachers and 643 secondary school teachers have been transferred. Some 457 school principals have also been transferred, many of these from schools that have been merged.

•

Redeploying teachers from one function or level in the system to another: 202 junior-secondary teachers have been redeployed as primary class teachers, along with 155 school principals; 70 kindergarten teachers; 58 English language teachers, 25 senior-secondary teachers; and two vocational-school teachers.

•

Assigning mobile teachers: 1,267 teachers have been assigned as mobile or “itinerant” teachers to teach in more than one school. This number includes 532 primary school teachers and 735 junior-secondary school teachers.

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•

Recruiting from the ranks of temporary teachers to meet specific shortages: 5,733 contract teachers have been appointed as civil servants to meet specific needs (4,421 primary school teachers and 1,312 junior-secondary school teachers).

•

Retraining and redeploying non-teaching civil servants: 133 non-teaching civil servants have been retrained and redeployed as teachers—all but four of these to primary schools (in Kuningan and Ngawi).

The development and implementation of teacher deployment policy in Cohort 1 and 2 districts is thus substantial. Meanwhile, some Cohort 3 districts have also begun to develop policy. These teacher deployment policies are supported by a clear legal framework, such as the Batu City Mayoral Decree. Although Batu City is a Cohort 3 partner district, the local leaders have responded faster than some of the Cohort 1 and 2 districts. Another district that has achieved significant progress is Banyuwangi, where a draft District Head Regulation was presented and discussed at the public consultation event. Not all districts have yet implemented the policy recommendations presented at the public consultation and discussed in implementation planning workshops. Some are still experiencing constraints in implementing the policy recommendations. These constraints include technical problems, coordination problems, regulatory framework issues, and local politics. These constraints were anticipated in the design of the Teacher Deployment program, and strategies to manage them and the bottlenecks in policy implementation include providing implementation workshops and routine review meetings. These small meetings are budgeted to take place each quarter, but the scheduling is flexible. Although this opportunity has been widely used in some provinces, others are yet to take advantage of the opportunity due to various constraints. During this quarter, local politics became the dominant issue in many districts because local elections took place in November. Many local leaders do not want to take the risk of implementing policy that impacts teachers, because teachers form a large and politically influential group. Some draft District Head Regulations that had been prepared by the PPG District Teams have not been issued, because of the more immediate focus on local election campaigning. Follow-up meetings in the next two quarters will address this issue. 5.1.2

Teacher Deployment in Cohort 3 Districts

In North Sumatra and East Java, all seven Cohort 3 districts and one additional dissemination district, North Tapanuli, have completed Workshop 2, Planning and Policy Analysis for Teacher Deployment in the past quarter. During quarter 15, public consultation events took place in five of these districts. At these public consultation events, policy recommendations resulting from the analysis completed with Workshop 2 were discussed. Follow-up implementation workshops are scheduled for the next quarter. Teacher deployment progress is shown in Table 15.


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Implementation of the Teacher Deployment Program in Cohort 3 Districts Province/ District

Workshop 1

Public Consultation

Workshop 2

Implementation Workshop

North Sumatra Serdang Berdagai Labuhan Batu Utara Humbang Hasundutan

Completed

Completed

Completed

Scheduled for next quarter

Completed

Completed

Completed

Scheduled for next quarter

Completed

Completed

Scheduled for next Scheduled for next quarter quarter

East Java Kota Batu

Completed

Completed

Jombang

Completed

Completed

Lamongan Banyuwangi

Completed Completed

Completed Completed

5.1.3

Completed Scheduled for next quarter Completed Completed

Scheduled for next quarter Scheduled for next quarter Scheduled for next quarter Scheduled for next quarter

Teacher Deployment in Madrasah

Although MORA has been involved throughout the teacher deployment process at the district, province, and national levels, until recently, the project has been unable to fully implement the Teacher Deployment Program with madrasah, because of differences between the MOEC and MORA systems. Early this year, MORA requested assistance from USAID PRIORITAS to adapt and pilot the PPG program for madrasah. Three districts were jointly selected in East Java in which to implement a modified teacher deployment analysis. A technical team was formed to include national, province, and district level MORA personnel. Unfortunately, up until now it has not been possible to implement the pilot because of a procedural delay. Because of the centralist nature of MORA, a formal approval must be issued by the Director General to enable the pilot to proceed. Despite several meetings with the Director of Madrasah Education, the approval has not been forthcoming. At a recent meeting with the Director General of Islamic Education, he requested USAID PRIORITAS to present on the design for the Teacher Deployment pilot and report on progress with preparations, before having issued the approval. The presentation is scheduled for early in the coming quarter.

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5.2

Planning and Budgeting for Continuous Professional Development (PKB)

A major project initiative currently being implemented is an approach to help districts plan and budget for inservice teacher training. Teachers’ Continuing Profession Development (CPD) is a key to improving and maintaining quality in education systems. Although MOEC has adopted this approach under the title Pengembangan Keprofesian Berkelanjutan (PKB), there is a lack of capacity to plan and implement professional development at all levels in the system.

Demak Head of District, Moh. Dachirin Said, signing a regulation to support the CPD program for teachers in his district.

The project’s aim is to support districts to plan and budget for a five-year PKB program based on good practices, in which every primary and junior-secondary teacher will have access to professional development on a continuing basis, initially through dissemination of the USAID PRIORITAS training modules. After the approach is integrated into the system, it is hoped that it will be sustained and further developed in the future. The district-level approach will also inform policy and practice at province and national levels. The planning for the PKB program is currently proceeding at a different pace in each province, as noted in Table 16. Implementation of the PKB Planning Program Province

Review and Preparation Workshop 1

Analysis and Planning Workshop 2

Mentoring

Aceh

Completed

Completed

Completed

North Sumatra

Completed

Completed

In process

Banten

Completed

Completed

In process

West Java

Completed

Completed

In process

Central Java

Completed

Completed

Completed

East Java

Completed

Completed

In process

South Sulawesi

Completed

Completed

In process

District Planning Meetings Completed Scheduled for next quarter Scheduled for next quarter Scheduled for next quarter Completed Scheduled for next quarter Scheduled for next quarter

Policy and Planning Workshop 3 Completed (December 21–23) Scheduled for next quarter Scheduled for next quarter Scheduled for next quarter Planned (January 11–13, 2016) Scheduled for next quarter Scheduled for next quarter

As noted in Table 16, the first two workshops have now been completed in all provinces. These province-level activities brought together all districts (including Cohort 1, 2, and 3 USAID PRIORITAS districts and former DBE districts). In the larger provinces, they were conducted in two groups over two separate events.


37

5.2.1

Review and Preparation Meetings and Follow-Up Mentoring

The first of the PKB planning workshops, the Review and Preparation Meeting, introduced the program and provided a forum to share good practices in the management of continuing professional development, based on successful district experiences with managing dissemination programs and supported by international and Indonesian experience. As a result of these workshops, commitment was confirmed for the program in each district, the data requirements were Analysis and planning workshop in Pare-pare District, South Sulawesi. determined, and each district team set about collecting the data required for the next workshop. The role of project personnel (provincial specialists and district coordinators), along with partners from the universities (referred to as “service providers”), was critical in this process. Each service provider was assigned to a district and provided on-the-job mentoring to help the district teams collect and prepare the data, which included both financial data and data on teachers, schools, and school clusters. This approach was particularly successful in Central Java, where the service provider team is very strong and committed. To a greater or lesser extent, it also applied in other provinces, depending on local conditions. 5.2.2

Analysis and Planning Workshops

The second PKB activity, Analysis and Planning, was more of a workshop in which each district team worked to analyze their data, using software provided by the project and supported by the project team. This data analysis included two main components: 1

Needs analysis—assuming that all teachers require basic in-service training using the USAID PRIORITAS modules as a starting point, the district team calculated the numbers of teachers for training, based on existing teacher working group arrangements (KKG for primary teachers and MGMP for junior-secondary teachers).

2

Financial analysis—included (i) calculation of unit costs for conducting training at different levels in the system, and (ii) calculation of potential funding for continuing professional development from three sources (district budgets, school budgets, and teacher professional development allowances).

Based on outcomes from these analyses, each district was able to prepare a draft plan and budget for continuing professional development to reach all teachers (primary and junior-secondary school [SD and SMP]). The needs analysis enabled the teams to calculate not only the number of teachers to be trained, but also how many extra facilitators will be required to provide the training, based on the current teacher working group structure.

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Funding of Continuing Professional Development The unit cost analysis for funding PKB highlights the efficiency of providing training in teacher working groups or at the school level. The funding analysis also points to the potential value of costsharing to finance large-scale, continuing professional development, particularly to the value of harnessing school funds (BOS) and the funds that certified teachers receive each month as a professional allowance. According to national regulations, teachers are, in fact, required to spend a portion of their allowance on professional development. In the past, funding of KKG/MGMP-based PKB has generally been limited to block grants from the central and district governments. An additional source of funding has been the school BOS budget, particularly Component 9 (Professional Development of Teachers and Education Personnel). Therefore, during the PKB Workshop 2 in West Java, the 2014 BOS reports from partner schools in 12 districts were analyzed. Results are illustrated in Figure 2. BOS Spending on PKB by Primary and Junior-Secondary Schools

According to MOEC data, the amount of BOS funding has increased significantly from year to year. The national BOS fund in 2014 amounted to 24.1 trillion IDR, in 2015 to 31 trillion IDR, and in 2016 to 42 trillion IDR. Based on the West Java analysis of BOS funds used for Component 9 in 2013 and 2014, schools spent an average of 5.1% of BOS funds on teacher professional development. Assuming 5% of BOS funds is spent on improving teacher competence, the funds available nationally in 2016 would amount to 2.1 trillion IDR. Another potential source of funding for PKB could be the monthly teacher professional allowance paid to certified teachers. Two partner districts, Sidoarjo in East Java and Demak in Central Java, have issued decrees to tap this resource. Sidoarjo District, in Perbup No. 48 of 2013, requires every certified teacher to set aside 5% for independent professional development activity. Meanwhile Demak, in Regulation No. 53 in 2015, requires certified teachers to set aside 4% for independent professional development activity. Based on 2014 teacher professional allowance allocations, Sidoarjo District could use up to 17.4 billion IDR (5% of 354.7 billion IDR and equivalent to approximately 1.2 million USD), while Demak can use up to 9.8 billion IDR (4% of 196.2 billion IDR and equivalent to approximately 700,000 USD). Potential funding for PKB programs derived from


39

teacher professional allowances continues to increase, aligning with the increase in the allocation of national funds for this allowance, as shown in Figure 3. Growth in National Budget for Teacher Professional Allowance (in Trillion IDR)

5.2.3

District Meetings

The next step in the PKB planning process involves each district holding a meeting to share the results of their work to date and discuss plans for continuing professional development with a wider group of stakeholders in the district. Such district meetings have now been held in Aceh and Central Java. In some, the outcomes have been extremely encouraging. In Demak, Central Java, for example, the Bupati has issued a decree outlining the role of teacher working groups as a forum for professional development and, as described above, requiring all certified teachers to allocate 4% of their professional allowance to support the PKB program. District meetings in other provinces are expected to take place in the coming quarter. 5.2.4

TTI Strategic Planning

Meanwhile, TTI Strategic Business Planning workshops have been conducted in each province, as described in the previous section of this report. The aim of integrating the TTI Strategic Business Planning program with the PKB Planning is to enable TTIs to develop their role as a service provider to the districts by taking part in the PKB planning and to develop their own services to match the needs and demand from districts.

5.3

National Policy Developments

This quarter has seen some shifts in the national policy environment, which have impacted the scheduling of project activities. It is now six months since the appointment and reshuffling of senior personnel under the new Minister of Education and Culture. As reported in the past quarterly report, USAID PRIORITAS met with the newly appointed Director General for Teachers and 40


Education Personnel in his first week in office. At that time, he explained his vision for the management of teachers and his expectations for the role of different donor-funded programs, including USAID PRIORITAS. Follow-up meetings have since been held to discuss the USAID PRIORITAS work in Teacher Deployment and Continuing Professional Development described above. Aligned with the project work plan, USAID PRIORITAS had planned to hold a national forum on Teacher Management in October or November 2015. The forum’s aim was to provide policy input, based on project work in districts and provinces, both for Teacher Deployment (PPG) and Continuing Professional Development (PKB). This activity was intended to be hosted by the Director General and to support MOEC’s program for teacher management, as discussed. However, the Directorate General for Teachers and Education Personnel was preoccupied with conducting the national online Teacher Competency Test (UKG) during this period, and it was not possible to hold the event as planned. Also during this time, an opportunity arose for the project to hold a national showcase to share the good practices developed under USAID PRIORITAS with national stakeholders and decision makers. It was thus decided to postpone the policy forum until the next quarter. Although it is intended that the event will take place in early 2016, it will depend on the readiness of the Director General to host the event, as the focus on teacher management is clearly within his ambit.


41

6 DISSEMINATION OF SCHOOL LEVEL PROGRAMS Table 17 shows that during quarter15, dissemination of programs in seven provinces involved 27,743 participants (mainly teachers). As in the previous quarters, the dissemination involved more female (61.3%) than male teachers (38.7%). These participants came from 7,822 schools, with the largest number coming from Central Java and East Java. As noted in Table 17, the average number of participants per school was 3.5. Number of Participants of Dissemination Activities in Quarter 15, by Province Province

Male

Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi Grand Total Percentage

(1) 1,102 1,133 584 1,163 3,134 2,990 618 10,724 38.7%

Female (2) 2,567 2,715 1,005 1,786 4,132 2,926 1,888 17,019 61.3%

Male + Female (3) 3,669 3,848 1,589 2,949 7,266 5,916 2,506 27,743 100.0%

N of Schools (4) 1,300 975 637 1,148 1,682 1,542 538 7,822

Participant/School (5= 3:4) 2.8 3.9 2.5 2.6 4.3 3.8 4.7 3.5

The following Table 18 presents the total number of participants in 2013–2015 (quarters 4 to 15). During 12 quarters of the project implementation, the number of participants of dissemination activities totals more than 102 thousand. The percentage of female participants (60.6%) has always been higher than the percentage of male participants (39.4%), with the average percentage of participants per school being 4.1%. Total Number of Participants of Dissemination Activities in 2013–2015 (Quarters 4 to 15), by Province Province

Male

Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi D.I. Yogyakarta Grand Total Percentage

(1) 1,947 3,647 2,935 5,093 10,064 11,892 4,836 95 40,509 39.4%

Female (2) 4,726 8,486 6,078 6,620 13,567 13,026 9,774 108 62,385 60.6%

Male + Female (3) 6,673 12,133 9,013 11,713 23,631 24,918 14,610 203 102,894 100.0%

N of Schools (4) 2,019 3,064 1,971 3,556 4,938 5,937 3,542 26 25,053

Participant/School (5= 3:4) 3.3 4.0 4.6 3.3 4.8 4.2 4.1 7.8 4.1

Table 19 shows that during quarter 15, the local contribution (mainly from district or school budgets) was 1,141,715 USD (84.3%), with USAID PRIORITAS having contributed 212,182 USD (15.7%).

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Expenditure of Dissemination Activities in Quarter 15 (USD) Province

USAID PRIORITAS

GOI

TOTAL

Aceh

273,322

33,258

306,580

North Sumatra

263,239

8,076

271,315

82,347

2,239

84,586

West Java

101,058

12,032

113,090

Central Java

159,340

89,078

248,418

East Java

206,838

41,325

248,163

South Sulawesi

55,572

26,175

81,747

Grand Total

1,141,716

212,183

1,353,899

84.3%

15.7%

100.0%

Banten

Percentage

Expenditure in IDR has been converted to USD at the rate of 1 USD = 13.000 IDR

Table 20 shows that during 12 quarters of the project (2013–2015), the expenditure for dissemination activities totaled more than 4.5 million USD, of which 82.7% were from local contributions. Total Expenditure of Dissemination Activities in 2013–2015 (Quarters 4 to 15, in USD) Province

GOI

USAID PRIORITAS

TOTAL

Aceh

393,543

56,731

450,274

North Sumatra

964,403

122,693

1,087,096

Banten

236,182

17,206

253,388

West Java

438,552

59,556

498,108

Central Java

451,894

259,133

711,027

East Java

935,839

131,488

1,067,327

South Sulawesi

330,664

140,435

471,099

D.I. Yogyakarta

25,157

4,327

29,484

3,776,234

791,569

4,567,803

82.7%

17.3%

100.0%

Grand Total Percentage


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7 TECHNICAL COORDINATION 7.1

Coordination with the Government of Indonesia (GOI)

Frequent coordination meetings and other activities with GOI took place at all levels—national provincial, and district—during quarter 15. Two very important events took place during quarter 15 to support coordination of project activities with GOI’s program. These events included the National Showcase Meeting at MOEC and a meeting with the Minister of Education and Culture, Anies Baswedan.

7.2

National Showcase Meeting

The Secretary General of MOEC, Didik Suhardi, and The Deputy USAID Mission Director, Derrick Brown, visiting USAID PRIORITAS partner provinces’ exhibition booths at the National Showcase Meeting.,

At the National Showcase Meeting, Students of SDN 173524 Balige, Tobasa, North Sumatra, demonstrating the concept of measurement in liters using simple learning aids they had made in class.

A national showcase meeting was held on October 28, 2015, at MOEC to present the achievements of the project at the national level. The Minister of Education and Culture had agreed to attend the showcase, but was unfortunately unable to do so because of an emergency situation with forest fires in Sumatra. The Secretary General of MOEC, Didik Suhardi, represented the Minister and opened the event. A number of other high-ranking officials from the central government ministries were also present, including the Head of the Research and Development Body (Balitbang), Totok Suprayitno; the MOEC Directors of Primary and Junior-Secondary Education, Wowon Widaryat and Supriono; and MORA’s Director General of Islamic Education, Kamarunddin Amin. Representatives from over 60 project partner districts and a number of non-partner districts, including a number of district heads also attended the event, as well as representatives from the partner TTIs, including several rectors. A large exhibition of project achievements was mounted in the main entrance to MOEC. This included display booths with exhibitions of students’ work from schools in each of the project provinces. The booths were attended by teachers and students from the exhibiting schools, who were able to explain the content of the displays to visitors. Further booths displayed project training materials, the leveled reading books, and information about the teacher deployment program. The main event took place in the large meeting room at MOEC and highlighted the most important programs and achievements of the USAID PRIORITAS project. Event activities included the following: •

44

A video overview of the project;


•

Presentations of work in mathematics and science from a primary school in North Sumatra and a junior-secondary school in South Sulawesi;

•

A presentation by the District Head of Kuningan District, West Java, on the scope and impact of the USAID PRIORITAS program in her district;

•

A presentation on the reading culture program from a school in West Java; and

•

A video outlining the leveled reading book program.

Following these presentations and videos, the Acting Mission Director of USAID Indonesia, Derrick Brown, gave a speech and Dr. Didik Suhardi, the Secretary General of MOEC, officially opened the event. The acting mission director handed over a set of four books relating a collection of good practices developed under the USAID PRIORITAS program. The books covered the topics of teaching and learning in the primary school, teaching and learning in the junior-secondary school, school management and governance, and developing a reading culture. The official opening was followed by a panel discussion, which included the Rector of the State University of Medan; the Head of the Education Office from Sidoarjo District, East Java; and the Principal of a junior-secondary school from Luamajang District, East Java. The event concluded with participants’ questions to the panel. 7.2.1

Meeting with the Minister of Education and Culture.

A meeting took place between representatives from USAID PRIORITAS, USAID, and the Minister of Education and Culture, Anies Baswedan, on December 22, 2015. The USAID Mission director, Andrew Sisson, attended the two-hour meeting. USAID PRIORITAS was given the opportunity to explain the project program and its impact to the Minister, as well as present him with various books and leaflets, illustrating good practices. The USAID and USAID PRIORITAS meeting with the Minister of Education and Culture, Minister appeared to already have Anies Baswedan [third from left]. some knowledge of the program, asked some relevant and detailed questions, and was very supportive of the program’s continuation. In discussions with the USAID Mission Director, the Minister specifically requested that USAID continue its engagement with GOI in support of basic education to strengthen sustainability and further disseminate the innovations that have been developed under USAID PRIORITAS. Following the meeting with the Minister, USAID PRIORITAS staff members were called to a meeting with the USAID Mission Director, who asked the project staff to draw up a concept paper for a program to support the sustainability of project innovations. Following that meeting, the Chief of Party (COP), Deputy Chief of Party (DCOP), and USAID Contracting Officer’s Representative (COR) met next with MOEC’s Director General of Basic and Secondary Education to discuss plans to draw up the concept paper. Next steps in drawing up the plans will include a meeting with USAID PRIORITAS partner districts, provinces, and TTIs on January 11, 2016.


45

7.2.2

Other Meetings and Activities

Several other meetings with MOEC have taken place at the request of the Ministry this quarter to coordinate with them and support the school reading programs, which the Minister is encouraging. These activities are described in more detail in section 2.1. Meetings have also taken place with MOEC’s Directors of Primary and Junior-Secondary Education, MORA’s Director General of Islamic Education, and MORHE’s Director General of Higher Education. Meanwhile, coordination continued at provincial and district levels through ongoing technical workshops and routine meetings. This coordination is now routine and frequent at all levels of government. The extensive and widespread nature of coordination is reflected in the provincial reports included as Annex 1 to this report. More details of meetings with ministry staff can be found in Annex 3.

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8 USAID SITE VISITS 8.1

USAID Mission Director Visit to Maros and Makassar, South Sulawesi

Andrew Sisson, USAID Indonesia Mission Director, visited South Sulawesi on October 8, to see the impact of USAID PRIORITAS program implementation in SDN Gunungsari I Makassar and SDN 39 Kassi Maros. Sisson met with District Secretary/Acting Regent of Maros District Government, Baharuddin; the Head of Maros District Education Office, Ahsar Paduppa; a lecturer at Makassar State University; and the principal, teachers, and students in both of schools.

USAID Indonesia Mission Director, Andrew Sisson, observing a student presentation in SDN Gunungsari 1 Makassar, South Sulawesi.

“I’ve seen many positive changes under this program. Teachers and lecturers are working together doing classroom action research to improve the quality of learning. University students also get to do practicums in the partner schools to implement active learning. Teachers are designing activities that encourage critical thinking. Students now enjoy their lessons more. Schools are encouraging students to read more and develop a reading culture,” noted Andrew Sisson after his visits to the schools. During the visit, the USAID Mission Director expressed his great appreciation for the support of Maros District, which has disseminated the USAID PRIORITAS program to more than 350 schools.

8.2

USAID Office of Education Director Visit to Bogor, West Java

Lawrence Dolan, USAID Office of Education Director, visited SMPN 8 Bogor, West Java. SMPN 8 Bogor has received training and mentoring programs both from DBE and from USAID PRIORITAS in implementing contextual and active learning and school-based management. These changes have now made learning more interesting and effective. The teaching of science is carried out using scientific approaches that emphasize practical activities so that students are more motivated to learn, are used to conducting experiments, and develop highlevel thinking ability.

USAID Office of Education Director, Lawrence Dolan, speaking with students from SMPN 8 Bogor, who were doing a science experiment.


47

Having observed lessons at the school, Dolan said he was proud to see students enjoying their learning. “The joy of students in learning science, and their thoroughness in conducting their science experiments, is very encouraging,” Dolan remarked.

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9 COMMUNICATIONS 9.1

Newsletter

The twelfth edition of the USAID PRIORITAS national newsletter, PRIORITAS PENDIDIKAN, was printed and published in quarter 15. The newsletter contains information on many of the project’s activities and good practices, under the following headlines: (1) District Heads in Partner Districts Proclaim Reading Campaigns, (2) National Conference on the Results of Research by Teachers and Lecturers, (3) 16 TTI Develop Module for PPG Workshops, (4) Minister of Education Expresses Appreciation for Active Learning, (5) PKB Planning Implementation Begins, (6) Best School Governance: Trained in Using ALPEKA BOS, (7) West Papua Teachers Visit Schools in Maros, (8) Serious about Teaching in a School in the Yakuhimo Mountains, (9) TTI Partner Primary School Demonstrates the Strength of Paper Cups, and (10) Developing a Research-Based Literacy Module. Good practices stories from all partner provinces were also included in the newsletter. For example, Front page of the national newsletter, PRIORITAS PENDIDIKAN, (1) Leveled Reading Books Make Students More twelfth edition. Focused on Learning, (2) Learning Place Value Using the Big Book Method, (3) Science Learning with Herbal Medicine as a Bonus, (4) Finding Soil Suitable for Growing Plants, (5) Let’s Build a Catfish Pond, (6) Snakes and Ladders for Teaching the Simple Past Tense, (7) Creating Contextual Learning Science Media for the Training of Primary School Teachers (PGSD), (8) Teacher Governance in Kuningan District, (9) This School Develops Cooperation for its Own Advancement, and (10) To Encourage Reading, SDN 71 Parepare Buys Book the Students Like. A total of 11,100 copies were published and distributed to key partners and stakeholders in all project provinces, as shown in Table 21. Distribution of the National Newsletter, Twelfth Edition Province Total Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi Jakarta Papua West Papua Total

1,080 1,790 900 1,630 1,350 2,060 1,550 470 140 130 11,100


49

9.2

Project Website

The project Website is used as a medium to disseminate good education practices and innovations developed by USAID PRIORITAS. Project products such as training modules; videos; newsletters; research studies; good practices; inspiring stories from teachers, school principals, supervisors, and the Regional Education Office are uploaded onto the Website. As shown in Table 22, the number of hits to the Website increased from 2,835,410 in quarter 14 to 3,896,334 in quarter 15. Number of Hits on Project Website in Quarter 15

9.3

Month

Unique Visitors

October 2015 November 2015 December 2015 Total

32,076 30,950 30,859 93,885

Hits 1,320,545 1,387,993 1,187796 3,896,334

Bandwidth 110.31 GB 104.44 GB 88.34 GB

Media Monitoring

During the period of October to December 2015, 1,174 news stories about USAID PRIORITAS activities were published in the mass media. The stories covered the reading program, continuous professional development, teacher deployment, the national training of trainers, inclusive education declarations, and the national showcase in Jakarta. Below, Table 23 shows the total monthly media coverage. Monthly Media Coverage Month October 2015 November 2015 December 2015 Total

9.4

Total Media

Total News

177 142 194 513

400 323 451 1,174

Project Videos

The project Communication Team produced several videos during quarter 15. These are very useful in illustrating the processes and goals that the project is aiming to accomplish. The following videos were produced during this quarter: •

Shared reading using leveled reading books (four videos on prediction, comprehension, difficult words, punctuation, and summarizing)

•

Guided reading using leveled reading books (one video on prediction, comprehension, difficult words, and punctuation)

•

Teaching practice in TOT Module 3 (shared reading, guided reading, math, social studies, and science)

•

Leveled reading books program (English and Indonesian versions)

•

USAID PRIORITAS program impact (English and Indonesian versions)

•

Professional Teacher Education (PPG) (four videos about the teaching of Science and Bahasa Indonesia in Teacher Training Institutes, Science in Junior-Secondary Schools, and Literacy in Primary schools).

50


10 GENDER AND INCLUSIVE EDUCATION 10.1 Training of District Facilitators During quarter 15, the Gender and Inclusive Education Specialist took part in a number of provincial trainings of district facilitators to: •

Emphasize the need for participants to take into account gender issues in their schools and classrooms and the need to account for individual differences when making and implementing lesson plans;

•

Introduce the monitoring indicators being used by the project in relation to gender and individual student differences.

10.2 Project Monitoring The Gender and Inclusive Education Specialist also took part in monitoring in Cirebon in West Java and Pamekasan and Madiun in East Java. All schools visited had special needs children, mainly slow learners, as well as some students with physical handicaps and some hyperactive students. In general, schools were communicating well with the students’ parents about the specials assistance that they were giving to the students. Such assistance included special assistance during lessons and extra assistance after school. However, a number of schools stated that they have not received sufficient information about teaching students with special needs. During these monitoring visits, it was found that many of the schools did not provide separate toilets for boys and girls, which can be especially distressing for girls who are menstruating because they do not have privacy when using the toilet facilities.

10.3 Update on Partner Provinces and Districts Pamekasan District in East Java has already held orientation meetings on inclusive education for 78 teachers from 13 subdistricts. Seven of these teachers have formed an Inclusive Education Team that has received four training sessions at the provincial level. The team is currently planning training in A special needs student from North Sumatra talking on the radio as part of the campaign to raise inclusive education for awareness of inclusive education. teachers and school principals and preparing to declare the district as an “inclusive education district.” Madiun District, also in East Java, has already held orientation meetings for schools about inclusive education. It has also started to collect data on students with special needs to support planning for inclusive education. Bireuen District in Aceh has finalized its Grand Design on Inclusive Education and has


51

planned to declare itself an “Inclusive Education District.” A number of special education teachers have received training in Yogyakarta. North Sumatra province has prepared an inclusive education program and has identified 13 districts that are interested in implementing such a program. The provincial Education Office held a meeting on December 16, 2015, to launch the Inclusive Education Program. MOEC’s Director-General of Teachers and Education Personnel attended the event. A Memorandum of Understanding (MOU) on inclusive education was signed by MOEC, the provincial government, and three of the 13 districts selected to take part in the inclusive education program. The provincial government has launched a campaign to raise awareness of inclusive education.

52


11 Studies 11.1 Gender Study The terms of reference for a gender study to follow up on the results of the project’s mid-term evaluation were approved by USAID in late quarter 13. The project has now engaged Yulia Immajati to lead the study, assisted by Wiwit Arianti, the project’s Gender and Inclusive Education Specialist, along with other provincial project staff. At the end of quarter 15, the consultant and the project’s Gender and Inclusive Education Specialist drew up plans for the implementation of the study, including expanding on the terms of reference and detailing field activities and their timing. The study will be implemented between January and April 2016 and will include visits to observe schools and teaching and to hold discussions with stakeholders in six partner districts in three provinces: North Sumatra, Central Java, and South Sulawesi.

11.2 Teacher Supply and Demand Study USAID PRIORITAS received USAID approval to conduct a small study to determine (1) demand for new teachers over coming years, and (2) supply of new teachers over coming years, given current conditions. The study was proposed at the request of MORHE’s Director General of Institutions. The outcome of this study will enable MORHE to determine numbers required for different disciplines and levels in the system and to regulate TTIs accordingly. The study will use the data from the teacher deployment program to take into account efficiencies that can be made in the deployment of teachers through the merging of small schools and needs-based teacher deployment. The aim of the study will be to provide an information base to inform MORHE policy in planning for the education of new teachers in coming years, and ultimately to improve teaching by reducing inefficiencies in the system, avoiding oversupply of teachers, and ensuring that the number of teachers graduating matches requirements for each subject discipline and level in the system in coming years. The study will be implemented in quarter 16.


53

12 MONITORING AND EVALUATION During quarter 15, the Monitoring and Evaluation (ME) team completed the tasks as discussed below.

12.1 Implementing the Annual School Monitoring The school monitoring began with a two-day refresher training for the data collectors who had already been trained and had collected data in the previous years. Some of the data collectors had been involved in M&E since 2012, when the project started the baseline data collection in Cohort 1 districts. Nevertheless, the refresher training was still needed because new data collectors had been recruited and all monitoring team members need to be aware of improvements in the monitoring design. The annual school monitoring was conducted in October–November 2015. Each province selected their dates after consultation with the local District Office Of Education officials. The number of schools and respondents involved in the monitoring were the same in each of the districts, but the days spent in each of them varied because the size of the team is different across provinces. In South Sulawesi, for example, the team members were the same 18 persons who traveled from one district to the next; while in East Java, each cohort had its own team. Table 24 presents the dates of the data collection in 50 districts. Schedule of School Level Monitoring Data Collection in the Districts (2015) Cohort 1

Date

Cohort 2

Date

Aceh

Aceh Jaya Bener Meriah

Oct 17-20 Oct 23, 24, 26

Pidie Jaya Aceh Barat Daya Aceh Utara Aceh Tamiang

North Sumatra

Medan, Kota Nias Selatan Labuhan Batu Serang Pandeglang Bandung Barat Cimahi, Kota Ciamis

Oct 9–12 Oct 23–26 Oct 16–19 Nov 16–17 Nov 18–21 Nov 17–18 Nov 19–20 Nov 26–27

Langkat Toba Samosir

Oct 15–20 Oct 20–24 Oct 26–30 Oct 28–Nov 2 Oct 26–30 Nov 2–6

Banjarnegara Purbalingga Sragen Semarang

Nov 16–18 Nov 9–11 Nov 3–5 Nov 13–14 Nov 18–19 Nov 17–19 Nov 16–17 Nov 27–28 Nov 16, 17, 28, 30 Nov 23,24 Dec 2–3 Dec 2–3

South Tangerang Tangerang Kuningan Cirebon Tasikmalaya Bekasi Wonosobo Pekalongan

Nov 2– 6 Nov 9–13 Oct 15–17 Oct 20–23 Oct 27–30 Oct 27–30 Oct 19–24 Oct 26–31

Lumajang Ngawi

Okt 26–29 Nov 2–5

Banten West Java

Central Java

East Java

Batang Blitar Madiun Mojokerto Pamekasan Situbondo

54

Cohort 3

Date

Serdang Bedagai L. Batu Utara H. Hasundutan

Oct 5–8 Oct 12–16 Oct 19–22

Kota Batu Lamongan Jombang Banyuwangi

Oct 26–27 Oct 28–29 Oct 26–27 Oct 26–27


Cohort 1 South Sulawesi

Bantaeng Maros Wajo

Total Districts

Date Nov 13 Nov 12–13 Nov 30

23

Cohort 2 Bone Parepare Takalar Tana Toraja

Date

Cohort 3

Date

Nov 5–7 Des 1–3 Oct 15–17 Oct 26–28

20

7

As in the previous annual monitoring, four partner primary and three junior-secondary schools were selected as samples. In each primary school, two early grade and three higher grade teachers were observed while teaching. The data collectors also conducted group interviews with the principals who were accompanied by senior teachers, a member of the school committee, and parents. Similar samples were observed and interviewed in junior-secondary schools, including three subject teachers (Bahasa Indonesia, math, and science). The annual monitoring coverage differed among cohorts. In Cohort 1 and Cohort 3 districts, for example, the classroom observation was conducted only in partner schools; no student tests were administered. In Cohort 2 districts, the third (midline) annual monitoring was conducted where, in addition to the classroom observation and interviews with principals similar to those in partner schools in Cohort 1 and 3 districts, the Cohort 2 team also conducted monitoring both in partner and in comparison schools. In addition, Cohort 2 teams administered student tests in partner and in comparison schools. Table 25 presents the monitoring coverage of samples in Cohorts 1, 2, and 3 districts. The 2015 School Monitoring Coverage, by Cohort Cohort 1 2 3 Total

District 23 20 7 50

No. of Samples in Partner Schools Principal Teachers Students 161 667 140 560 6,836 49 203 350 1,430 6,836

No. of Samples in Comparison Schools Principal Teachers Students 140

560

7,122

140

560

7,122

All the data has been collected, processed, and analyzed. Writing for the Cohort 2 schools monitoring report will start in January 2016. The highlights of the Cohort 2 results will be presented at the national staff meeting, to be held in Solo on January 20–22, 2016.


55

12.2 Early Grade Reading Assessment 12.2.1 National EGRA Assessor Training The national EGRA assessor training was conducted on October 7-8 for 62 assessors, 10 supervisors, and seven coordinators from the seven partner provinces (see Table 26). Assessors were mostly student teachers, some were university lecturers, teachers, and principals. Most of the assessors had participated in the previous EGRA data collection; there were only 13 new assessors replacing those who were no longer available. The instrument used was the same as in the past year, and the EGRA practice during national workshop in Jakarta. two-day training focused on collecting feedback from the previous implementation, as well as included discussions on each subtask, drawing from the assessors’ experiences in the field. EGRA Assessor Training Participants Province Aceh

Number of Assessors 10

Number of Supervisors 1

Number of Field Coordinators 1

North Sumatra

8

1

1

Banten

8

1

1

10

2

1

Central Java

8

1

1

East Java

8

2

1

South Sulawesi

10

2

1

Total

62

10

7

West Java

56


12.2.2 Provincial EGRA Refresher Training Two-day refresher training at the provincial level was conducted to prepare and go over the main points of EGRA implementation procedures prior to data collection at schools. To ensure quality standards, each provincial refresher training was supported by one national EGRA staff member, who participated in the pilot test on the second day of the training as well as in data collection in the first school on the third day. A reflection session following the first school data collection was held to discuss EGRA in SDN 4 Susoh, Aceh Barat Daya District. feedback. Each team of EGRA assessors was accompanied by a supervisor and/or coordinator. Data were uploaded daily, whenever possible. All data were collected using Tangerine® on the Samsung and Nexus tablets. 12.2.3 EGRA Data Collection EGRA data were collected during the period of November 4 to November 28, 2015. A total of 3,555 students (49.76% boys and 50.24% girls) in 160 partner and comparison schools in Cohort 2 districts participated in the assessment, as illustrated in Table 27 below. The EGRA schools were the same as those in which other M&E activities were implemented. Number of Grade 3 Students Assessed through EGRA in Cohort 2 Province Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi Overall Total

No. of Schools 32 16 16 32 16 16 32 160

Number of Boys 337 174 190 373 191 172 332 1,769

Cohort 2 Number of Girls 356 169 190 385 193 177 316 1,786

Cohort 2 Total 693 343 380 758 384 349 648 3,555

12.3 Preparing the Monitoring Baseline Report for Manokwari and South Manokwari The project started a new program in 16 primary schools in West Papua (six in Manokwari and 10 in South Manokwari). For the baseline monitoring, the project team in Manokwari decided to cover all 16 partner schools. However, the EGRA was administered in a sample of six schools in South Manokwari. The data collection was conducted in one week (September 7–24, 2015) by the two core project field staff (the Technical Advisor and the Whole-School Development Specialist).


57

The monitoring focused on the teaching performance of early grade teachers (grades 1 and 2) and grades 4, 5, and 6, while teaching the Indonesian language, mathematics, and science. The observation instruments are the slightly simplified version of the instruments that have been used by the project in the other seven provinces. For whole-school management, however, a new questionnaire was prepared and focused on the school’s support for the teachers in doing their teaching assignment, the teacher’s presence in school, and the school’s efforts to minimize student and teacher absences from schools. The data collection, data analysis, and report writing have been completed, and the report was submitted to USAID in late December 2016. The following are the main monitoring findings. a)

Teaching and Learning

1. Among 48 teachers observed in Manokwari and South Manokwari, about one-fifth (21%) were implementing active learning. Looking specifically into each aspect of active learning, about half of the teachers assisted their students to complete their tasks, but only about one-fifth organize their classrooms to facilitate active learning, and less than 10% used varied learning approaches. The majority of teachers still stand in front of the class and do most of the talking. 2. In early grade classes, 23% (about one-fourth) of the teachers fulfill the criteria of good practices in teaching and assessing reading. More than 50% of them provide specific instruction to build word knowledge, provide opportunities for sustained reading activities, and conduct regular monitoring on children’s progress. But only about one-fifth check student comprehension on what they are reading. The classrooms also did not have reading corners or reading materials, and very few classes displayed words and pictures inside or outside the classrooms. 3. Only 13% of classrooms have students demonstrate good learning behaviors. Most of the students were engaged in their tasks, but very few who demonstrated problem-solving skills, expressed their feelings and opinions, or participated in cooperative learning activities. 4. More than 70% of early grade classes have reading periods that took places during lesson time. Very few reading periods took place before school or during the class break. Unfortunately, none of the early grade classes have reading books and, therefore, no chance for students to take them home to read. b)

School Leadership and Management

1. The classrooms were very poorly equipped with teaching aids: more than 60% of the schools have no teaching aids. 2. The teachers were provided with teachers’ working rooms equipped with chairs and tables in 75% of the schools. But only 19% of the schools provided teachers with funds to buy teaching materials. All schools provided the teachers with the opportunity to attend teacher working group meetings (KKG), and about 80% of the schools send teachers to attend training. 3. All schools have school committees. About 80% of the schools involve the committees in formulating school rules and regulations and in the preparation of the school budget. But none of the schools involve the committees in the preparation of the annual work plan. 4. Approximately 20% of grade 1 and grade 2 students were absent from school during the visits of the data collector. The variation between schools was quite high, ranging from 0% absent in SD Inpres Wodi Dalam to 49% in SD Inpres 71 Watariri. 5. On the average, teachers spent 85% of school days in school, and for the remaining 15% they were not in school because of sickness (3%), absence with permission (5%), and absence without notification (7%). Two schools had a relatively high percentage of absences without notification: SDN 52 Sanggeng (15.7%) and SDI 62 Gaya Baru, Momi Waren (28.4%). Individual analysis of the teachers’ records showedthat nine teachers spent more than 60% of their working days away

58


from school without notification, including four who had never worked at all and had not contacted their schools in five months. 6. The number of teachers in all schools is higher than the number of class groups. c)

Early Grade Reading Assessment (EGRA)

1. Children achieved an average score of 2.4 correct answers (80%) out of three questions asked in the listening comprehension subtask. However, only 14.9% of the assessed children were able to read at an 80% comprehension level. The percentage of students with zero scores in four subtasks were extremely high: 41% in reading familiar words, 50.7% in invented words and in oral reading fluency, and 55.2% in reading comprehension. As a comparison, the Cohort 1 baseline results show that the percentages of zero scores in the four subtasks were less than 5%. The results show that most children were still struggling in reading at the word level.


59

13 PLANS FOR QUARTER 16 The main activities planned for quarter 16 are listed in Table 28 below. Activities for Quarter 15 Project Management •

Conduct a project review and planning meeting in Solo

Showcase Meetings •

Start a second round of District Showcase Meetings

Project Rollout, Grants and Partnerships •

Continue partner school training in West Papua

•

Continue programs in Yahukimo and Jayawijaya, Papua

Leveled Readers for Early Grades •

Start Cohort 1 district level training and TTI partner school training in Module 3 and distribution of leveled reading book packages to partner primary schools

•

Start training for Cohort 1 and DBE nonpartner primary school clusters and delivery of the books to these schools

Improved School Instruction and Management •

Implement school training in Module 3 in Cohort 1 districts for primary schools

•

Conduct school level mentoring and follow-up to training in districts for all cohorts

•

Complete module on leadership and supervision for school principals and supervisors

Improved Teacher Training •

Conduct key persons meeting for finalizing PPG workshop materials

•

Train TTI Lab and Partner Schools; Module 3, SD and SMP

•

Meet and work with TTI Lab and Partner Schools (ongoing)

•

Mentor TTI Lab and Partner Schools (ongoing)

•

Conduct review meetings with Good Practice Schools; (ongoing)

•

Conduct provincial workshop for PPG instructors (to be completed)

•

Support dissemination training for TTIs at province level (ongoing)

•

Conduct Provincial Consortia Meetings (ongoing)

•

Complete materials adaptation for TTI; Module 3 key persons meeting

60


Improved Governance, Management, and Linkages •

Complete final Teacher Deployment (PPG) implementation workshops in Banten districts

•

Complete Teacher Deployment (PPG) public consultation and implementation workshops in Cohort 3 districts

•

Continue to support policy development and implementation through ongoing Teacher Deployment (PPG) meetings in Cohort 1 and 2 districts

•

Meet with senior MORA personnel to advise on Teacher Deployment (PPG), proceed with pilot for madrasah (East Java), and support MORA in other districts/provinces to analyze teacher deployment data for madrasah.

•

Publish new policy briefs on Teacher Deployment (PPG) (unit cost analysis and small-school management)

•

Hold Continuing Professional Development (PKB) Planning district meetings in all districts (except Aceh and Central Java, where they have already been completed)

•

Conduct Continuing Professional Development (PKB) Planning workshops (Workshop 3) in all provinces (except Aceh, where it was conducted in December)

•

Follow up on TTI Strategic Business Planning workshops in all provinces by including relevant TTI personnel in PKB workshops with districts

•

Conduct a small study on teacher supply and demand to provide policy input to MORHE and MOEC

•

Pending discussions with MOEC, hold National Policy Forum on Teacher Management (PPG and PKB)

Dissemination Training •

Continue in most DBE districts, including training in the use of leveled reading books

Monitoring and Evaluation •

Complete reports on annual monitoring of Cohort 1, Cohort 2, and Cohort 3 schools

•

Complete EGRA and student assessment reports for Cohort 2 schools


61

ANNEX 1: PROVINCIAL REPORTS Provinsi: ACEH RAPAT KOORDINASI, REVIU, PERENCANAAN ATAU PERTEMUAN LAIN YANG PENTING Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal

Dengan siapa

Hasil koordinasi

5-6 Desember 5

Kepala Dinas Pendidikan Provinsi, Kabid Program, Kabid Dikdas, Kasi Kurikulum, Kasi Pelaporan (L:5;P:0)

Penyusunan rencana anggaran dan teknis diseminasi program USAID PRIORITAS di kabupaten nonmitra.

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal 6-7 Oktober

Dengan siapa

Hasil koordinasi

Kadisdik, Kabid dan fasda (L:8;P:3)Kab. Bener Meriah Kepsek SMP/MTs, SD/MI, fasda, pengawas, Dinas Pendidikan dan Kemenag Kab. Aceh Utara (L:28;P:10) Kadisdik dan Kabid/Kasi dinas pendidikan Aceh Jaya (L:5;P:0)

Penetapan anggaran dan jadwal diseminasi

17 Nopember

Kadis, Kabid Dikdas, Mapenda Kab. Aceh Utara (L:3;P:0)

Terpilihnya sekolah non-mitra untuk program buku bacaan berjenjang

18 Nopember

Kepala sekolah, koordinator pengawas, Kepala Dinas, Kasi PTK Dikdas Kab. Pidie Jaya (L:9;P:32) Kepala UPTD Aron, Bayu dan kepala sekolah wilayah Aron, Bayu Kab. Aceh Utara (L: 25;P:30) Wabup, Kadisdik, Kabid, UPTD, Kemenag, perwakilan sekolah Kabupaten Bener Meriah (L:36;P:28) Dikmen, Sekdis Kab. Aceh Utara (L:2;P:0)

Semua unsur berkomitmen untuk ikut dalam program buku bacaan berjenjang dan siap menandatangani fakta integritas Sepakat untuk melaksanakan diseminasi modul 1 pada Maret 2016

27 Nopember

Ka UPTD & Ka Gugus mitra Program B3 Aceh Jaya (L:10;P:10)

Gugus berkomitmen untuk ikut dalam program buku B3 dan menyiapkan guru kelas awal disekolah sasaran

14 Desember

Wabup, Sekda, dan SKPD Kab. Bener Meriah (L:27;P:3)

USAID PRIORITAS menjadi peserta pameran pembangunan dan 5 sekolah mitra akan menampilkan praktik yang baik

16 Desember

Kepala Dians Pendidikan Pidie (L:1)

Menyampaikan rencana penambahan fasilitator di setiap rayon MGMP dan UPTD untuk diseminasi training PBM dan MBS Modul 1,2, dan 3 USAID PRIORITAS dalam tahun 2016 dan 2017

22-23 Oktober

12 Nopember

18 Nopember 20 Nopember

20 Nopember

62

Tersusunnya perencanaan pendampingan

Terpilihnya sekolah non-mitra untuk program buku bacaan berjenjang

Terpilihnya sekolah non-mitra untuk program buku bacaan berjenjang Diseminasi melalui MGMP mulai Januari 2016


KOHOR 1, 2 dan 3 PELATIHAN SEKOLAH - PAKEM, Contextual Teaching and Learning (CTL), Manajemen Berbasis Sekolah (MBS) Pelatihan CTL Kohor 1 Modul 3 Jenjang SMP/MTs di Kabupaten Aceh Tengah diadakan pada tanggal 28 Nopember -3 Desember 2015 dan diikuti oleh kepala sekolah, guru, pengawas, staf kemenag dan staf dinas pendidikan yang berjumlah 93 orang. Pelatihan di Kabupaten Bireuen dilakukan pada tanggal 1-7 Oktober dengan peserta dari unsur kepala sekolah, staf dinas pendidikan, pengawas dan komite sebanyak 127 orang. Pelatihan di Kabupaten Pidie pada tanggal 7-12 Desember dihadiri oleh kepala sekolah dan guru yang berjumlah 115 orang.

Kabupaten Aceh Tengah Bireuen Pidie

Guru LK

PR

5 11 14

79 104 98

Kepala Sekolah LK PR 0 6 3

0 1 0

Pengawas

Lain

Total

LK

PR

LK

PR

LK

PR

6 4 0

1 1 0

2 0 0

0 0 0

13 21 17

80 106 98

Total 93 127 115

Pelatihan MBS Kohor 1 dan DBE, Modul 3 Jenjang SMP/MTs dilaksanakan pada tanggal 1-2 Oktober di Kabupaten Aceh Jaya, pada tanggal 17-18 Desember di Kab. Aceh Tengah, pada tanggal 21-22 Oktober di Kabupaten Bener Meriah dan pada tanggal 10-11 Nopember di Kabupaten Bireuen. Jumlah dan rincian peserta terdapat di tabel di bawah.

Kabupaten Bener Meriah Aceh Jaya Bireuen Aceh Tengah

Guru LK

PR

5 5 9 10

16 12 9 16

Kepala Sekolah LK PR 4 2 5 4

0 4 1 1

Pengawas

Komite

Total

LK

PR

LK

PR

LK

PR

2 3 4 4

3 1 0 2

10 8 13 9

1 0 0 0

21 18 31 27

20 17 10 17

Total 41 35 41 44

KEGIATAN SEKOLAH PRAKTIK YANG BAIK KOHOR 1 DAN 2 Kunjungan Belajar Sekolah Praktik yang Baik Kohor 2 diadakan pada tanggal 4-5 Nopember ke Kota Medan ke SDN 060843 Medan, MIN Medan Barat, SMPN 16 Medan, MTsN 2 Medan. Peserta 68 orang (L:47;P:21) terdiri dari kepala sekolah, guru, komite dari 16 sekolah praktik yang baik, dinas pendidikan dan kemenag. Peserta kunjungan mengamati secara langsung proses belajar mengajar dan pelaksanaan manajemen berbasis sekolah dari sekolah praktik yang baik lain. Hasil kunjungan adalah (1) Sekolah praktik yang baik mendapat ide baru tentang praktik yang baik (2) Komite kelas akan mengumpulkan amal dari siswa atau orang tua siswa untuk membantu kelas menyediakan kebutuhan kelas, (3) Mengembangkan budaya baca di sekolah.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) LOKAKARYA PERENCANAAN STRATEGI BISNIS LPTK (TTI Strategic Business Planning Lokakarya) Lokakarya perencanaan strategi binis LPTK dilaksanakan di Banda Aceh pada tanggal 12-13 Oktober dan dibuka oleh Rektor Universitas Syiah Kuala. Peserta berasal dari LPTK mitra dan konsorsium, dinas pendidikan provinsi, LPMP, dan kemenag provinsi sebanyak 27 orang (L:22;P:5). Tindak lanjut/hasil dari lokakarya adalah: LPTK akan melakukan peningkatan kapasitas guru SMP terhadap


63

materi pelajaran ujian nasional, merencanakan bimbingan teknis penelititan tindakan kelas (PTK) SD dan SMP, merencanakan pelatihan pengelolaan laboratorium SMP dan SMA, merencanakan pelatihan penilaian dan evaluasi pembelajaran untuk jenjang SD, SMP, SMA, merencakan penyusunan perangkat pembelajaran (SD / SMP / SMA), mengidentifikasi beberapa kegiatan lain seperti pelatihan peningkatan kompetensi profesional dan pedagogik guru, pelatihan pemantapan mata pelajaran IPA dan matematika SD, pelatihan modul I PAKEM, pendampingan KKG dan MGMP di sekolah/madrasah mitra LPTK, dan membuat struktur organisasi unit penyedia layanan "Service Provider Unit".

LOKAKARYA PENINGKATAN KAPASITAS Program Pendidikan Profesi Guru (PPG) (Capacity Building of PPG instructors: Primary & Junior Secondary) Lokakarya peningkatan kapasitas dosen Pendidikan Profesi Guru (PPG) jenjang SD/MI dan SMP/MTs yang dilaksanakan di Banda Aceh pada tanggal 10-12 Desember melibatkan 40 orang (L:17;P:23) dosen LPTK FKIP Syiah Kuala dan FTK UIN Ar Raniry. Sebagai hasilnya, peserta mampu mengidentifikasi komponen pembelajaran aktif, mengembangkan jurnal reflektif, mengembangkan pertanyaan berpikir tingkat tinggi termasuk lembar kerja siswa untuk topik-topik tertentu. Peserta juga telah mampu melakukan penilaian autentik termasuk mengembangkan portofolio.

DISEMINASI PADA TINGKAT LTPK Diseminasi praktik yang baik untuk universitas konsorsium dilaksanakan di Universitas Serambi Mekkah pada tanggal 18-19 Desember dan melibatkan 35 dosen (L:12;P:23) dengan sumber anggaran universitas sebesar Rp. 17.500.000,-.

TATA KELOLA DAN MANAJEMEN PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) DAN KEUANGAN PENDIDIKAN Lokakarya perencanaan strategis PKB yang ketiga dilaksanakan pada tingkat provinsi pada tanggal 2123 Desember di Banda Aceh. Lokakarya dibuka oleh Kepala Dinas Pendidikan Provinsi Aceh dan diikuti oleh 69 orang peserta (L:63;P:6) yang terdiri dari perwakilan dinas pendidikan, bappeda dan kemenag kabupaten, LPTK, LPMP, dinas pendidikan dan kemenag provinsi. Lokakarya menghasilkan draf perencanaan strategis PKB yang terintegrasi dengan perencanaan LPMP, LPTK, dan Dinas Pendidikan Provinsi, dan telah ditandatangani MoU antara kabupaten dengan LPTK dalam mengimplementasikan PKB di tingkat kabupaten, khususnya untuk ToT/diseminasi fasilitator daerah sesuai dengan kebutuhan.

DISEMINASI PROGRAM PRAKTIK YANG BAIK Pada triwulan ini kabupaten/sekolah menggunakan dana diseminasi sebesar Rp. 3.516.377.333 dengan perincian berikut: Tanggal

Jenis Pelatihan

Peserta

Sumber dana APBD BOS/lain

Kabupaten Aceh Tamiang Tamiang Hulu & Kuala Simpang Kejuruan Muda & Karang Baru Manyak Payed & Bendahara Tamiang Hulu Kuala Simpang Kejuruan Muda Aceh Tamiang Aceh Tamiang Kabupaten Aceh Barat Daya Aceh Barat Daya

64

29 Sep-2 Ock 12-15 Ock 2-5 Nop 9-12 Nop 9-12 Nop 9-12 Nop 9-12 Nop 16-19 Nop 10-13 Nop

PBM

136

130,000,000

PBM PBM MBS MBS MBS CTL CTL

186 156 158 141 153 143 145

126,000,000 128,700,000 168,940,000 168,940,000 168,940,000 168,940,000 168,940,000

CTL

121

164,933,500


Tanggal Aceh Barat Daya Kabupaten Bireuen Bireuen Kabupaten Aceh Tengah Lut Tawar dan Bebesen Lut Tawar dan Bebesen Pegasing Pegasing Bies Kabupaten Bener Meriah Permata, Syiah Utama & Pintu Rime Gayo Permata, Syiah Utama & Pintu Rime Gayo Bener Meriah Bener Meriah Kabupaten Pidie Jaya Pidie dan Pidie Jaya SDN Teupin Pukat SMAN Unggul Pidie Jaya Kabupaten Pidie Pidie Pidie Kabupaten Aceh Jaya SDN 2 Teunom, SDN 3 Pasi Raya, SDN 1 Panga SDN 4 Kr Sabe, SDN 11 Setia Bakti, SDN 2 Darul Hikmah SDN 1 Sampoinit, SDN 1 Indra Jaya, SDN 1 Jaya SMAN 1 Teunom SMPN 1 Calang SMPN 1 Calang SMPN 1 Calang Total

12-15 Nop

Jenis Pelatihan MBS

Peserta 101

Sumber dana APBD BOS/lain 114,464,500

9-12 Okt

PAKEM

89

12-16 Okt 19-20 Okt 30 Sep-3 Okt 5-6 Okt 9-12 Nop

PAKEM PAKEM

84 78

PAKEM

66

36,013,500

MBS MBS

60 34

36,013,500 9,000,000

5-7 Nop 2-4 Nop 1-3 Okt 5-7 Okt

PAKEM PAKEM PAKEM PAKEM

71 84 90 90

100,000,000 100,000,000 112,500,000 112,500,000

12-12 Nop 5-8 Okt 21-24 Nop

PAKEM PAKEM PAKEM

177 207 150

175,000,000 175,500,000

23-24 Nop 30 Okt-2 Nop

85,000,000 63,986,500 63,986,500

58,246,000

PAKEM

264

320,000,000

PAKEM

100

120,000,000

16-17 Nop

PAKEM

111

64,166,667

18-19 Nop

PAKEM

124

72,333,333

20-21 Nop

PAKEM

134

79,333,333

26-28 Okt 19-20 Okt 21-22 Okt 23-24 Okt

MBS PAKEM PAKEM PAKEM

37 67 56 46 3,659

1,622,871,000

15,590,000 96,000,000 64,000,000 64,000,000 1,893,506,333

MONITORING DAN EVALUASI Pelatihan pengambilan data awal dan evaluasi program kohor 1 & 2 dilaksanakan pada tanggal 7-8 Oktober di Lhokseumawe dengan 71 pengambil data (L:30;P:41). Tujuan pelatihan adalah agar tenaga enumerator terampil mengisi data hasil simulasi ke dalam instrumen dan terampil memasukkan data yang ada dalam instrumen untuk dijadikan dasar pelaporan kegiatan serta siap untuk melakukan pengambilan data di lapangan. Pengumpulan data kohor 1 & 2 di Pidie Jaya dilaksanakan pada tanggal 15-20 Oktober, di Aceh Barat Daya pada tanggal 17-22 Oktober, di Aceh Jaya pada tanggal 20-22 Oktober, di Bener Meriah pada tanggal 23-26 Oktober, di Aceh Utara pada tanggal 26-30 Oktober, dan di Aceh Tamiang pada tanggal 28 Oktober -2 Nopember dengan jumlah total sekolah mitra 24 SD/MI dan 18 SMP/MTs. Jumlah sekolah pembanding yang datanya hanya diambil pada kohor 2 adalah sebanyak 16 SD/MI dan 12 SMP/MTs. EGRA Implementation (kohor 2): Kegiatan diawali dengan pelatihan penyegaran asesor di Kota Lhokseumawe pada tanggal 10-11 Nopember. Pengambilan sampel siswa kelas 3 dimulai di Kabupaten Aceh di Aceh Utara pada tanggal 12-14 Nopember; di Aceh Tamiang pada tanggal 16-17 Nopember; di Pidie Jaya pada tanggal 23 -24 Nopember dan di Aceh Barat Daya pada tanggal 26-27 Nopember di 32 sekolah sampel EGRA, dengan jumlah siswa yang diases 191 siswa (Aceh Utara), 192 siswa (Aceh Tamiang), 176 (Pidie Jaya) dan 152 siswa (Aceh Barat Daya).


65

KEGIATAN LAIN Penetapan sekolah non-mitra dan seleksi fasilitator faerah (fasda) untuk program buku bacaan berjenjang (B3). Telah ditetapkan 75% SD dan 25% MI sebagai sekolah non-mitra untuk program buku bacaan berjenjang, dengan total sekolah 720 SD/MI (543 SD dan 177 MI) di 9 kabupaten sebanyak. Pemilihan 24 fasilitataor telah dilaksanakan di lima kabupaten yaitu: Aceh Jaya, Bireun, Aceh Utara, Aceh Tamiang, Aceh Barat Daya, Pidie dan Pidie Jaya. Sementara 4 kabupaten lainnya yaitu Aceh Tengah, Bener Meriah, Pidie dan Pidie Jaya dijadwalkan pada awal Januari 2016. Pekan Kreatifitas Pendidikan Aceh Jaya di Calang pada tanggal 21-23 Desember. USAID PRIORITAS ikut serta dalam kegiatan tersebut dengan menampilkan buku-buku praktik yang baik dan buku program buku bacaan berjenjang. Stan USAID PRIORITAS juga menampilkan foto-foto budaya baca di sekolah mitra, pemutaran video budaya baca serta membuka pojok baca bagi pengunjung pameran.

RENCANA KUARTAL DEPAN •

Tingkat sekolah: pelatihan pembelajaran dan MBS modul 3 SD/MI kohor 1 dan SMP/MTs kohor 2

•

Tingkat kabupaten: diseminasi di seluruh kabupaten

•

Tingkat provinsi: ToT pembelajaran dan MBS Modul 3 SD/MI kohor 1, SMP/MTs kohor 2

•

Tingkat LPTK: pelatihan dan pendampingan Modul 3 untuk sekolah lab/mitra LPTK, rapat kaji ulang sekolah praktik yang baik kohor 1 dan 2.

66


Galeri Foto

Kakankemenag Aceh Utara berdialog dengan siswa saat kunjungan belajar sekolah praktik yang baik Kohor 2 di Kota Medan (4-5/11).

Komite, kepala sekolah dan guru bersama-sama menyusun rencana pada pelatihan MBS Modul 3 jenjang SMP/MTs Kohor 1 Kab. Aceh Jaya (12/10).

Peserta pelatihan diseminasi praktik yang baik jenjang SD melakukan praktik pembelajaran ke sekolah di Kabupaten Aceh Tamiang (1215/10).

Kadis Pendidikan Aceh, Kabid Program, Kabid Dikdas dan Kasi kurikulum rapat perencanaan diseminasi ke seluruh Aceh di kantor USAID PRIORITAS (29/11).

Peserta pelatihan diseminasi praktik yang baik jenjang SMP/MTs melakukan praktik pembelajaran ke sekolah di Kabupaten Aceh Barat Daya (10-13/11).

Dosen mendiskusikan pembelajaran aktif dalam kelompok pada kegiatan Lokakarya Peningkatan Kapasitas Dosen PPG Jenjang SD dan SMP (10-12/12)


67

Provinsi: Sumatera Utara Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal

Dengan siapa

1 Oktober 2015

Kabid Penmad dan Kasi Tendik kanwil Kemenag Sumut

2 Nopember 2015

Rektor dan Wakil Rektor I UNIMED

1 Desember 2015

Sekda Provsu, Asisten 3 Gubsu, Kepala Dinas Pendidikan Provsu, dan Pokja Pendidikan Inklusi Sumut. Kepala Badan Diklat Kanwil Kemenag Provinsi Sumatera Utara

2 Desember 2015

Hasil koordinasi Telah dipersiapkan teknis pelaksanaan diseminasi pelatihan MBS bagi kepala madrasah dan para pengawas Kemenag se-Sumatera Utara. Rektor mendukung rencana kegiatan TTI Strategic Bussiness Meeting dan sekaligus bersedia untuk menjadi narasumber dalam kegiatan tersebut. Dukungan penuh dari Sekda untuk terimplementasinya Deklarasi Penyelenggaraan Pendidikan Inklusif di Sumatera Utara yang akan dilaksanakan pada 16 Desember 2015. Melibatkan Badan Diklat dalam kegiatan Pengembangan Keprofesian Berkelanjutan (PKB) dilingkungan Kemenang Provinsi Sumatera Utara.

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal

Dengan siapa

2 Oktober 2015

Dinas Pendidikan dan BKD Humbang Hasundutan

2 Oktober 2015

9 Nopember 2015 18 Nopember 2015

KUPT, K3S, dan kepala sekolah Se-Kec. Seicanggang Kab. Langkat Sekretaris, Kabid Dikdas, Kasubag Program Dinas Pendidikan Labuhanbatu Utara Dinas Pendidikan Serdang Bedagai Dinas Pendidikan, Kemenag Serdang Bedagai

26 Nopember 2015

Pengurus Muhammadiyah dan Pengurus Aisiyah kota Medan

16 Nopember 2015

Hasil koordinasi Mematangkan rencana kegiatan sosialisasi Penataan dan Pemerataan Guru dan telah dipilihnya 3 staf BKD yang akan disiapkan alam Tim Penataan dan Pemerataan Guru. Tersusunnya rencana pelatihan diseminasi bagi SD seKecamatan Seicanggang Anggaran diseminasi melalui PAPBD 2015 telah disahkan dan siap untuk dilaksanakan. Merumuskan desain dan perencanaan Deklarasi Budaya membaca Telah terorganisirnya kepanitiaan Deklarasi Budaya Membaca yang akan melibatkan 10.000 siswa yang direncanakan pada 28 Nopember 2015. Sebanyak 35 SD Muhammadiyah se-kota Medan akan mengikuti kegiatan diseminasi pelatihan pada tahun anggaran 2016.

KOHOR 1, 2 dan 3 ToT PROVINSI. ToT pembelajaran Modul 3 tingkat SD/MI untuk mitra DBE dan Kohor1 dilaksanakan pada 30 September – 3 Oktober 2015 di Hotel Aryaduta, Medan. Sebanyak 117 peserta (43 laki-laki dan 74 perempuan) yang berasal dari unsur guru, pengawas, kepala sekolah dan dinas pendidikan mengikuti pelatihan ini. ToT MBS Modul 3 tingkat SD/MI untuk mitra DBE dan Kohor1 dilaksanakan pada 5-7 Oktober 2015 di Hotel Aryaduta, Medan. 61 peserta (36 laki-laki dan 25 perempuan) yang berasal dari unsur guru, pengawas, kepala sekolah, komite sekolah dan dinas pendidikan mengikuti pelatihan ini.

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Rekapitulasi peserta pelatihan ToT Pembelajaran Modul 3 tingkat SD/MI Kabupaten Medan Labuhanbatu Nias Selatan Binjai Deli Serdang Tebing Tinggi Tanjungbalai Taput Tapsel Sibolga LPTK Disdiksu LPMP Kemenagprovsu

Guru LK 3 3 2 2 6 4 2 2 5 3

PR 4 11 7 7 12 3 6 3 1 4

KS

Pengawas

LK

PR

0

2

0

2

LK

PR

LK

PR

Dinas Pend LK PR

LPMP LK

PR

0

1 0 1

LPTK

Kemenag LK

Lain

PR

LK 1

Total

PR 3

1

0 1

0 2

0

1

1

1

5 1 3

1

0

LK 4 3 2 2 6 4 2 3 5 4 2 1 3 1

Rekapitulasi peserta pelatihan ToT Modul 3 MBS Tingkat SD/MI Kabupaten

Guru LK

PR

Medan Labuhanbatu Nias Selatan Binjai Deli Serdang Tebing Tinggi Tanjungbalai Taput Tapsel Sibolga LPTK Disdiksu LPMP Kemenagprovsu

KS

Pengawas

LK

PR

3 1 3

1 1 1

1 0 1 1 3

1 1 0 0 2

LK 1 0 2 0 6 2 0 2 3

PR 1 2 1 1 4 1 3 2 1

LPTK LK

4

PR

LPMP LK

PR

Dinas Pend LK PR 0 1

1 0

0

1

Kemenag LK

PR

1

0

Lain LK

Total

PR

0 1

0

LK 1 3 4 3 6 3 0 3 4 3 4 0 1 1

PR 1 4 2 2 4 2 4 2 1 2 0 1 0 0

PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Medan. Pelatihan MBS modul 3 SMP/MTs dilaksanakan pada tanggal 2-3 Oktober 2015 di Hotel Grand Kanaya Medan. Sebanyak 52 peserta (23 laki-laki dan 29 perempuan) yang berasal dari unsur kepala sekolah, pengawas, komite, kemenag dan dinas pendidikan mengikuti pelatiha ini. Labuhanbatu. Pelatihan CTL Modul 3 dilaksanakan pada tanggal 21-23 Oktober 2015 di Rantauprapat, Labuhanbatu. Sebanyak 87 peserta (27 laki-laki dan 60 perempuan) yang berasal dari unsur kepala sekolah, pengawas, komite, kemenag dan dinas pendidikan mengikuti pelatiha ini. Pelatihan MBS Modul 3 SMP/MTs dilaksanakan pada 28-29 Oktober di Rantauprapat, Labuhanbatu. Sebanyak 38 peserta (26 laki-laki dan 12 perempuan) yang berasal dari unsur kepala sekolah, pengawas, komite, kemenag dan dinas pendidikan mengikuti pelatihan ini. Rekapitulasi Peserta Pelatihan MBS Modul 3 SMP/MTs Komite Kepala Guru sekolah Sekolah Kabupaten LK PR LK PR LK PR Medan Labuhanbatu

6 9

12 11

8 10

3 0

2 7

5 1

Pengawas

Lain

LK

PR

LK

5 0

7 0

2 0


Total

PR

LK

PR

2 0

23 26

29 12

Total 52 38

69

PR 7 14 7 7 14 3 6 3 2 5 5 1 0 1

Rekapitulasi peserta pelatihan pembelajaran Modul 3 SMP/MTS Komite Kepala Guru Pengawas sekolah Sekolah Kabupaten LK PR LK PR LK PR LK PR Labuhanbatu

21

55

0

0

3

2

3

3

Lain

Total

LK

PR

LK

PR

0

0

27

60

Total 87

LPTK LOKAKARYA PERENCANAAN STRATEGI BISNIS LPTK (TTI Strategic Business Planning Lokakarya) Kegiatan ini dilaksanakan pada tanggal 11-12 Nopember 2015 di Hotel Arya Duta, Medan. Sebanyak 23 peserta (15 laki-laki dan 8 perempuan) dari LPTK mitra, LPTK Konsorsium, Dinas Pendidikan dan sekolah mitra ikut berpartisipasi. Rektor Universitas Negeri Medan (Unimed) Prof. Dr. Syawal Gultom menyampaikan presentasi tentang rencana pengintegrasikan program USAID PRIROITAS ke Unimed.

GPS (GOOD PRACTICE SCHOOL). •

Orientasi GPS dilakukan di Kabupaten Langkat dan Toba Samosir. Di Langkat dilaksanakan pada tanggal 19 Oktober 2015 di Stabat, dan di Tobasa dilaksanakan pada tanggal 3 Nopember 2015 di Balige.

•

Studi banding dilakukan pada tanggal 26 – 28 Nopember 2015 ke Jawa Barat. Sebanyak 32 peserta (22 laki-laki dan 10 perempuan) yang terdiri dari kepala sekolah, komite, guru, dinas pendidikan dan kemenag terlibat dalam kegiatan ini.

FACILITATOR REVIEW AND PLANNING MEETING Rapat perencanaan dan peninjauan fasilitator dilaksanakan pada tanggal 17 Desember 2015 di Kantor USAID PRIOROTAS dengan peserta sebanyak 16 orang.

TATA KELOLA DAN MANAJEMEN PENATAAN DAN PEMERATAAN GURU Kohor 3 Konsultasi Publik di Kabupaten Serdang Bedagai & Labuhanbatu Utara Konsultasi publik Penataan dan Pemerataan Guru di Serdang Bedagai dilaksanakan pada tanggal 12 Oktober 2015 di kantor Dinas Pendidikan di Sei Rampah, sementara di Labuhanbatu Utara dilaksanakan 22 Oktober 2015 di Hotel Grand Labura. Kedua kegiatan ini dihadiri oleh sekitar 40 peserta dari jajaran Dinas Pendidikan, Bappeda, BKD, DPRD dan pemangku kepentingan pendidikan lainnya. Selain mempresentasikan hasil pemetaan guru juga menyampaikan kebijakan yang akan dilaksanakan oleh kedua pemerintah daerah ini. Konsultasi publik ini bertujuan mensosialisasikan kebijakan penataan dan pemerataan guru kepada publik untuk mendapatkan umpan balik sebelum kebijakan ini diimplementasikan. Untuk mengimplementasikan kebijakan ini, Labuhanbatu Utara akan menyusun Peraturan Bupati, sementara Serdang Bedagai akan memasukkan dalam revisi Perda Penyelenggaraan Pendidikan yang sudah ada.

70


Sosialisasi PPG dan Pendampingan-1 di Kabupaten Humbang Hasundutan Kegiatan sosialisasi Penataan dan Pemerataan Guru Humbang Hasundutan (Humbahas) dilaksanakan di aula Dinas Pendidikan pada tanggal 6 Oktober 2015. Kegiatan ini dihadiri sekitar 40 orang dari jajaran Dinas Pendidikan, Bappeda, BKD, DPRD dan pemangku kepentingan pendidikan lainnya.

PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) Pendampingan-1 Pengumpulan data untuk PKB Pendampingan ini dilaksanakan satu hari setiap kabupaten pada bulan Oktober-Nopember untuk 5 kabupaten yang tersisa, yaitu Tapanuli Utara, Tapanuli Selatan, Sibolga, Nias Selatan dan Kota Medan. Pada pendampingan-1 ini Tim PKB kabupaten telah mendapatkan data pemetaan dan data keuangan yang akan digunakan dalam lokakarya Analisis dan Perencanaan PKB.

Lokakarya-2 Analisis dan Perencanaan PKB Lokakarya ini merupakan kegiatan lanjutan setelah pengumpulan data dan dilaksanakan di hotel Grand Kanaya Medan dalam 2 tahap. Kluster-1 untuk 8 kabupaten/kota mitra Prioritas pada tanggal 30 Nopember-2 Desember 2015, kluster-2 untuk 7 kabupaten/kota mitra DBE pada tanggal 3-5 Desember 2015. Lokakarya menghadirkan pelaku analisis PKB di kabupaten (5 orang setiap kabupaten/kota dari unsur Dinas Pendidikan dan Bappeda) dari 15 kabupaten/kota se-Sumatera Utara.

DISEMINASI PROGRAM PRAKTIK YANG BAIK •

Pelatihan MBS Modul 1 dilaksanakan pada tanggal 4 – 6 Oktober 2015 di Balai Diklat Kemenag Sumatera Utara. Peserta untuk kegiatan ini sebanyak 164 orang dengan 82 orang kepala MTs dan 82 orang kepala MA dari seluruh perwakilan kabupaten/kota se Sumatera Utara. Pelatihan ini dibiayai oleh DIPA Kanwil Kemenag Provinsi Sumatera Utara.

•

Pelatihan MBS Modul 1 dan 2 untuk pengawas madrasah dilaksanakan pada tanggal 8 – 10 Oktober 2015 di Balai Diklat Kemenag Sumatera Utara. Peserta untuk kegiatan ini sebanyak 82 orang pengawas RA/madrasah dari seluruh perwakilan kabupaten/kota se Sumatera Utara. Pelatihan ini dibiayai oleh DIPA Kanwil Kemenag Provinsi Sumatera Utara.

•

Di Medan, kegiatan diseminasi dilakukan sebanyak 5 pelatihan dengan peserta sebanyak 218 (62 laki-laki dan 156 perempuan).

•

Di Binjai, kegiatan diseminasi dilakukan sebanyak 6 pelatihan dengan peserta sebanyak 440 (94 laki-laki dan 346 perempuan).

•

Di Langkat, kegiatan diseminasi dilakukan sebanyak 10 pelatihan dengan peserta sebanyak 604 (146 laki-laki dan 458 perempuan).

•

Di Deli Serdang, kegiatan diseminasi dilakukan sebanyak 2 pelatihan dengan peserta sebanyak 93 (29 laki-laki dan 74 perempuan).

•

Di Serdang Bedagai, kegiatan diseminasi dilakukan sebanyak 7 pelatihan dengan peserta sebanyak 509 (192 laki-laki dan 317 perempuan).

•

Di Tanjungbalai, kegiatan diseminasi dilakukan sebanyak 4 pelatihan dengan peserta sebanyak 337 (35 laki-laki dan 302 perempuan).

•

Di Tapanuli Utara, kegiatan diseminasi dilakukan sebanyak 4 pelatihan dengan peserta sebanyak 201 (79 laki-laki dan 122 perempuan).

•

Di Tapanuli Selatan, kegiatan diseminasi dilakukan sebanyak 6 pelatihan dengan peserta sebanyak 135 (49 laki-laki dan 86 perempuan).


71

•

Di Tobasa, kegiatan diseminasi dilakukan sebanyak 16 pelatihan dengan peserta sebanyak 965 (243 laki-laki dan 722 perempuan).

•

Di Nias Selatan, kegiatan diseminasi dilakukan sebanyak 6 pelatihan dengan peserta sebanyak 241 (115 laki-laki dan 126 perempuan).

PROGRAM BUKU Lokakarya Provinsi Program Buku Bacaan Berjenjang. Kegiatan ini dilaksanakan pada tanggal 2-3 Desember 2015 dan dihadiri oleh 63 peserta (55 laki-laki dan 8 perempuan) yang berasal dari pemerintah provinsi (Dinas Pendidikan), rektor (UNIMED-UIN), kepala dinas pendidikan, kepala Kemenag, kepala BAPPEDA, DPRD dari 15 kab/kota se-Sumatera Utara. Kegiatan ini mensosialisasikan strategi implemantasi program buku bacaan berjenjang. Disamping itu juga disampaikan komitmen dukungan dari pemerintah provinsi dan 15 kab/Kota untuk implementasi program Buku Bacaan Berjenjang serta menyusun Perencanaan Implementasi Program Buku Bacaan Berjenjang untuk masing-masing kabupaten/kota. Seleksi Fasilitator Tambahan. Kabupaten Labuhan Batu, Nias Selatan, Langkat, Tebing Tinggi dan Serdang Bedagai telah melakukan seleksi untuk fasilitator tambahan. Direncanakan seleksi akan tuntas di semua kabupaten pada awal Januari 2016.

MONITORING DAN EVALUASI •

Pengumpulan data EGRA dilaksanakan di kohor 2 yaitu Langkat dan Tobasa. Di Langkat dilaksanakan pada tanggal 4-7 Nopember 2015 dan di Tobasa dilaksanakan pada tanggal 10-13 Nopember 2015.

•

Pengumpulan data M/E dilaksanakan di kohor 1 yaitu Medan, Labuhanbatu dan Nias Selatan dan kohor 2 yaitu Langkat dan Toba Samosir, serta kohor 3 Serdang Bedagai, Lauanbatu Utara dan Humbang Hasundutan. Pengambilan data di Medan dilaksanakan pada tanggal 9-12 Oktober, di Nias Selatan pada tanggal 23-26 Oktober, di Labuhan Batu pada tanggal 16-19 Nopember. Sedangkan di Langkat dilaksanakan pada tanggal 26-30 Oktober dan di Toba Samsosir pada tanggal 2-6 Nopember. Untuk Serdang Bedagai dilaksanakan pada tanggal 5-8 Oktober, di Labuhanbatu Utara pada tanggal 12-16 Oktober, dan di Humbang Hasundutan pada tanggal 19-22 Oktober 2015.

KEGIATAN LAIN •

Tim USAID PRIORITAS mendukung Pemerintah Kabupaten Serdang Bedagai mendeklarasikan Gerakan Budaya Membaca pada hari Sabtu, 28 Nopember 2015 di Lapangan Replika Sultan Serdang. Di dalam acara deklarasi dilakukan kegiatan membaca hening dan menulis resensi. Kegiatan ini berhasil memecahkan rekor Museum Rekor Dunia-Indonesia (MURI) dengan resensi sebanyak 10.610 eksemplar.

•

Tim USAID PRIORITAS mendukung Pemerintah Provinsi Sumatera Utara mendeklarasikan Sumatera Utara sebagai Provinsi Pendidikan Inklusif. Dukungan itu diwujudkan dalam keterlibatan beberapa staff USAID PRIORITAS dalam kepanitiaan. Tim berperan aktif memfasilitasi ragam kegiatan kampanye melalui media massa dan radio berpengaruh di Medan. Mengadvokasi tokohtokoh kunci untuk mendukung pendidikan inklusif, ikut merumuskan grand design pendidikan inklusif dan merancang kegiatan deklarasi. Pada hari Rabu, tanggal 16 Desember 2015 Dirjen Guru dan Tenaga Kependidikan Kemendikbud Bapak Sumarna Surapranata bersama 1000 orang undangan meresmikan Sumatera Utara sebagai Provinsi Pendidikan Inklusif.

•

Inisiasi Revitalisasi Pengelolaan KKG dan MGMP. Kegiatan ini dilakukan untuk mendorong terwujudnya pengelolaan KKG dan MGMP yang bermutu dan sesuai dengan kebutuhan guru.

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Kegiatan ini difasilitasi oleh WSD Specialist dengan memilih salah satu kabupaten/kota mitra USAID PRIORITAS, dan salah satu gugus atau rayon/gugus KKG dan MGMP sebagai pilot. Kegiatan ini telah dimulai dengan melakukan diskusi kelompok terarah kepada Perwakilan Pengurus KKG Gugus 2 Kecamatan Medan Barat, dan Perwakilan Pengurus MGMP Gugus 2 Kota Medan pada tanggal 17 – 18 Nopember 2015 di ruang rapat kantor USAID PRIORITAS Sumatera Utara. •

Menghadiri undangan menjadi narasumber para Rakor Dana BOS se-Sumatera Utara yang diselenggarakan oleh Dinas Pendidikan Provinsi. Kegiatan ini telah dilaksanakan pada tanggal 20 Nopember 2015 di Hotel Grand Sakura Medan. Pada kegiatan ini disampaikan paparan tentang Program USAID PRIORITAS di Sumatera Utara beserta capaian programnya.

•

Advokasi penyusunan Ranperda Penyelenggaraan Pendidikan Kabupaten Serdang Bedagai. Kegiatan ini telah dilaksanakan melalui kegiatan RDP dengan DPRD pada 11 Desember 2015 dan dilanjutkan dengan penyusunan Tim Perumus yang bertugas memfinalisasi draf Ranperda. Tim Perumus melakukan finalisasi draf pada tgl 17 Desember 2015 di kantor Dinas Pendidikan Serdang Bedagai. Ranperda yang telah memuat aturan Penataan dan Pemerataan Guru, PKB, MBS, pembelajran aktif, budaya baca, pendidikan inklusi ini telah disahkan menjadi Perda pada tanggal 21 Desember 2015 melalui Rapat Paripurna DPRD.

•

Menghadiri undangan makan malam dari Konsulat AS di Medan dengan tamu kehormatan Judith Moon Minister Counselor for Public Affair Kedubes AS. Kegiatan ini dilaksanakan pada tanggal 3 Nopember 2015 di kediaman Konsulat. Dalam kesempatan tersebut, PRIORITAS yang diwakili oleh Prof. Sri Minda Murni menyampaikan perkembangan implementasi program kepada Ibu Judith dan kepada Pak Robert Ewing.


Tingkat sekolah: pelatihan Modul 2 dan 3 kohor 2 dan 3

•

Tingkat kabupaten: penataan dan pemerataan guru kohor 1, 2 dan 3, PKB: pendampingan dan rapat perencanaan PKB di kabupaten, lokakarya 3 finalisasi perencanaan PKB (15 kabupaten), seleksi fasilitator tambahan dan seleksi gugus untuk program buku bacaan berjenjang, lokakarya perencanaan kabupaten program buku bacaan berjenjang

•

Tingkat provinsi: ToT Modul 2 dan 3 SD/MI dan SMP/MTs untuk kohor 3, ToT Modul 3 SD/MI dan SMP/MTs untuk Kohor 2

•

Tingkat LPTK: pelatihan sekolah Modul 3 untuk sekolah lab dan mitra TTI, lokakarya sekolah praktik yang baik kohor 2, lokakarya praktikum untuk calon guru SD/SMP, lokakarya untuk dosen PPG.


73

Galeri Foto

Dirjend GTK Kemendikbud Sumarna Surapranata, pejabat Pemprov Sumut dan Koordinator Provinsi USAID PRIORITAS meresmikan Sumut sebagai Provinsi Pendidikan Inklusif.

Tim Kampanye Deklarasi Sumut Provinsi Pendidikan Inklusif diundang berbicara oleh RRI Pro 1 FM Medan.

Bupati Kab. Sergai, Kadis Pendidikan Sergai dan Koordinator Provinsi USAID PRIROITAS Sumut menerika piagam dari Museum Rektor Dunia-Indonesia (MURI) karena berhasil memecahkan menulis resensi buku terbanyak di Indonesia.

Dra. Rosmawati Nadeak, M.Pd mewakili Pemprov Sumatera Utara mengapresasi program buku bacaan berjenjang yang diluncurkan USAID PRIORITAS.

Rektor Unimed Prof. Dr. Syawal Gultom, M.Pd mempresentasikan rencana pengintegrasikan program USAID PRIORITAS ke Unimed.

Sekda Provinsi Sumatera Utara H. Hasban Ritongan, SH menerima kunjungan panitia deklrasi Sumut sebagai provinsi pendidikan inklusif.

74


Provinsi: Banten RAPAT KOORDINASI, REVIU, PERENCANNA ATAU PERTEMUAN LAIN YANG PENTING Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal

Dengan siapa

15 Oktober 2015

Dinas Pendidikan Provinsi Banten : • Sekretaris Dinas Pendidikan • Kabid PMPTK

•

•

•

13 Nopember 2015

•

Dinas Pendidikan Provinsi Banten : - Kabid PMPTK Kanwil Kemenag Provinsi Banten : - Kasi Kelembagaan

Hasil koordinasi

•

•

• • 24 Nopember 2015

Bappeda Provinsi Banten • Kabid Sosbud Bappeda Provinsi Banten • Kasi Pendidikan Bidang Sosbud Bappeda Provinsi Banten

•

•

Dinas Pendidikan Provinsi menyiapkan paparan untuk Lokakarya Analisis dan Perencanaan Pengembangan Keprofesian Berkelanjutan (PKB) dengan fokus paparan : Program Prioritas APBD Dinas Pendidikan Provinsi Banten dalam PKB Kepala Dinas Pendidikan Provinsi Banten akan hadir dalam Unjuk Karya Nasional USAID Prioritas yang diselenggarakan pada tanggal 28 Oktober 2015. Dinas Pendidikan Provinsi Banten akan mengawal hasil implementasi Penataan dan Pemerataan Guru yang sudah dilaksanakan di Kabupaten Serang, Pandeglang, Tangerang, dan Kota Tangerang Selatan. Hal ini sejalan dengan Lokakarya Monitoring dan Evaluasi Penataan dan Pemerataan Guru yang diadakan oleh Kemdikbud dimana tagihan yang diminta adalah munculnya kebijakan dari pemerintah daerah tentang penataan dan pemerataan guru. Kanwil Kemenag Provinsi Banten mendukung dan siap difasilitasi dalam perencanaan Pengembangan Keprofesian Berkelanjutan (PKB) Data EMIS sebagai sumber data analisis akan segera disiapkan namun masih menunggu proses upload dari seluruh sekolah selesai di bulan Des 2015. Bappeda Provinsi Banten sedang melaksanakan pengkajian ulang RPJPD Provinsi Banten Tahun 2005 – 2025 – RPJMD Tahap ke 3 Tahun 2013 – 2017, untuk itu Bappeda Provinsi Banten meminta sharing good practice Lesson learned program USAID yang sudah berjalan di provinsi Banten serta rekomendasi jalan pintas akselerasi pemantapan kualitas SDM di Provinsi Banten. Beberapa hal dari hasil diskusi : - Salah satu perhatian dalam kaji ulang RPJMD adalah implementasi UU No 23 Tahun 2014 khususnya pengambilalihan kewenangan pengelolaan pendidikan menengah dan khusus. - Praktik yang baik USAID Prioritas dalam pengelolaan dan pemanfaatan data dalam penataan dan pemerataan guru serta pengembangangan keprofesian berkelanjutan akan diadopsi untuk pendidikan menengah dengan memakai data Dapodikmen yang merupakan awal pengembangan P3D (Personel, Pendanaan, Sarana dan Prasarana serta Dokumen (P3D) bidang Pendidikan Menengah dari Pemerintah Daerah Kab./Kota ke Pemerintah Daerah Propinsi. - Praktik yang baik dalam whole school development termasuk modul-modulnya serta pendekatan pelatihan yang dikembangkan oleh USAID Prioritas juga akan diadopsi untuk diterapkan di pendidikan menengah dan khusus. - Bappeda provinsi akan segera membentuk tim dan


75

Tanggal

Dengan siapa

Hasil koordinasi akan melibatkan USAID Prioritas dalam pelaksanaan implementasi praktik yang baik tersebut.

26 – 27 Nopember 2015

• • •

Dinas Pendidikan Prov Banten Kemenag Prov Banten Dinas Pendidikan dan Kemenag Kab Serang; Kab Cilegon; Kab Tangerang; Kota Tangerang; Kota Tangerang Selatan; Kab Pandeglang; Kab Lebak

• • • • • •

• •

Pada lokakarya ini disosialisasikan untuk pertama kali program buku bacaan berjenjang di Banten. Hasil dari pertemuan ini adalah terbentuknya kriteria gugus yang berhak menerima hibah buku. Terpilihnya gugus di 7 kabupaten yang akan menerima hibah buku (sesuai dengan kuota dari masing-masing kabupaten/kota). Terbentuknya kriteria calon fasilitator tambahan. Masing-masing kabupaten membuat daftar rekomendasi calon fasilitator yang akan diseleksi Perencanaan cost sharing untuk program buku bacaan berjenjang: a. Kota Tangerang – dana BOS dan BOSDA b. Kab Tangerang – APBD c. Kota Tangsel – Kemungkinan BOS d. Kab Serang – APBD (post belum ditentukan) e. Kab Cilegon – BOS (namun akan di bicarakan lebih lanjut dengan diknas) f. Kab Pandeglang – BOS g. Kab Lebak – BOS Cost sharing untuk MI akan didiskusikan kembali oleh Kemenag Masing-masing kabupaten membuat RTL kegiatan program buku bacaan berjenjang

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal 30 Oktober 2015

Dengan siapa Kabid PMPTK Kota Cilegon

Hasil koordinasi •

• 8 Desember 2015

• • • •

76

Kabid Dikdas Dinas Pendidikan Kota Tangerang Kasi Kurikulum Dikdas Dinas Pendidikan Kota Tangerang Kasi PTK Dikdas Dinas Pendidikan Kota Tangerang Pengawas Kemenag Kota Tangerang

• •

Menindaklanjuti KAK USAID Prioritas dan Kota Cilegon yang akan berakhir di bulan Desember 2015, maka beberapa alternatif langkah untuk perpanjangan KAK : - KAK akan ditandatangani oleh PJS Walikota, namun perlu pendekatan dari awal dan perlu dipertimbangakan kelanjutannya karena beliau PJs - KAK baru menunggu Walikota terpilih di bulan April 2016 setelah pelantikan. Koordinasi dilakukan dengan Dinas Pendidikan Kota Cilegon & sekretariat daerah /bagian informasi Dinas Pendidikan Kota Tangerang akhirnya bersedia untuk difasilitasi PKB dan menyambut hangat program buku bacaan berjenjang. Kemenag Kota Tangerang juga tertarik untuk difasilitasi PKB dan akan segera menyiapkan data EMISnya ini sebagai tindak lanjut lokakarya SBP dengan LPTK.


PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Dalam periode ini, pelatihan MBS Modul 3 kohor 1 tingkat SMP dilaksanakan di Kabupaten Serang pada tanggal 31 Oktober – 1 Nopember 2015 di Resto D’Wiza. Pelatihan dihadiri oleh 39 orang (30 laki-laki & 9 perempuan) yang berasal dari 8 SMP/MTs mitra, perwakilan dinas pendidikan kabupaten dan perwakilan Kemenag. Pelatihan di Kabupaten Pandeglang diadakan pada tanggal 14-15 Nopember 2015 bagi 51 orang (42 laki-laki & 9 perempuan) yang berasal dari 8 SMP/MTs mitra, 1 SMP non mitra, perwakilan dinas pendidikan dan kemenag kabupaten. Kabupaten

Guru LK

Serang Pandeglang

23 11

PR 9 9

Komite sekolah LK PR 3 14

0 0

Kepala Sekolah LK PR 1 6

0 0

Pengawas

Lain

Total

LK

PR

LK

PR

LK

PR

3 4

0 0

0 2

0 0

30 42

9 9

Total 39 46

PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3 Pendampingan dengan pendekatan lesson study dilaksanakan di Kohor 2. Ada pun mekanisme pendampingan dapat dijelaskan sebagai berikut. Pada saat lokakarya pendampingan, fasilitator daerah melakukan identifikasi kegiatan RTL pelatihan putaran II (PAKEM/CTL dan MBS) yang dibuat peserta. Pada identifikasi RTL ini terlihat kegiatan yang memiliki kecenderungan yang sama, misal, banyak guru akan melaksanakan pembelajaran dengan menggunakan pertanyaan tingkat tinggi dan lembar kerja (Unit 5 Modul 2), maka unit 5 ini kemudian menjadi topik pendampingan pada 1 bulan pendampingan yang terbagi pada minggu I, II, III dan IV melalui siklus I (Plan Do See/Reflect). Tim fasilitator mata pelajaran bersama guru sekolah mitra melakukan pembagian dan pelaksanaan peran yang berbeda yaitu : guru model, guru sejawat dan fasilitator dan mengacu pada Indikator Monitoring Kemajuan Sekolah sebagai panduan bersama. Setelah siklus I selesai dengan 4 – 5 pendampingan, maka dilanjutkan siklus II, III dan seterusnya sesuai dengan hasil RTL serta sesuai unit-unit yang dilatihkan. Hampir sama untuk MBS, pembagian peran antara tim fasilitator dan kepala sekolah yang didampingi adalah : kepala sekolah model, kepala sekolah sejawat dan peran fasilitator. Topik yang dibahas adalah sesuai unit – unit MBS pada pelatihan putaran II. Jumlah sekolah/guru/kepala sekolah yang terlibat/terdampingi diatur sebagai berikut: •

Untuk PAKEM, sebanyak 6 guru kelas SD/MI di tiap sekolah mitra, masing – masing 16 SD/MI mitra di Kabupaten Tangerang dan Kota Tangerang Selatan.

•

Untuk CTL, sebanyak 15 guru mapel SMP/MTs di tiap sekolah mitra, masing – masing 8 SMP/MTs mitra di Kabupaten Tangerang dan Kota Tangerang Selatan,

•

Untuk MBS, masing – masing sebanyak 16 Kepala SD/MI dan 8 Kepala SMP/MTs di kab Tangerang dan Kota Tangerang Selatan.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) KEGIATAN SEKOLAH PRAKTIK YANG BAIK KOHOR 2 Pertemuan kaji ulang sekolah praktik yang baik untuk SD/MI dan SMP/MTs di kohor 2 dilakukan pada tanggal 11 Nopember 2015 di Kota Tangerang Selatan di Hotel Soll Marina dan 12 Nopember 2015 untuk Kabupaten Tangerang di Hotel Amaris. Kedua pertemuan tersebut dihadiri oleh 38 orang (20 laki-laki dan 18 perempuan) yang bertujuan untuk mengidentifikasikan permasalahan yang dihadapi sekolah praktik yang baik dan berbagi solusi pembelajaran bersama. Selain itu, pertemuan tersebut juga merencanakan agenda kunjungan belajar yang akan dilaksanakan pada tanggal 16-19 Nopember 2015 ke Jawa Barat.


77

Pada tanggal 16-19 Nopember 2015 dilakukan kunjungan belajar ke Kabupaten Kuningan (SDN 1 Cilimus, MI Cokroaminoto, SMPN 1 Cilimus dan MTs Sangkanhurip 2) dan Kabupaten Ciamis (SDN 2 Sukasari, MI PUI Cibadak, SMPN 1 Cikoneng dan MTsN Wanayasa. Peserta berjumlah 38 orang berasal dari kohor 2, 19 orang dari Kabupaten Tangerang dan 19 orang dari Kota Tangerang Selatan. Peserta terdiri atas kepala sekolah, guru, komite sekolah, pengawas sekolah, perwakilan dinas pendidikan, perwakilan kemenag dan koordinator fasda. Di hari terakhir, peserta berdiskusi merumuskan temuan yang dijadikan rekomendasi untuk diterapkan. Mereka juga menyusun rencana tindak lanjut yang disesuaikan dengan sumber daya yang dimiliki seperti jurnal baca, program orangtua mengajar, dan sebagainya.

LOKAKARYA PERENCANAAN STRATEGI BISNIS LPTK Acara lokakarya perencanaan strategi bisnis LPTK diselenggarakan pada tanggal 5-6 Nopember 2015 di Hotel Le Dian, Kota Serang. Secara resmi, lokakarya dibuka oleh Rektor UNTIRTA Prof. Sholeh Hidayat dan dihadiri oleh 19 orang (18 laki-laki dan 1 perempuan). Lokakarya difasilitasi oleh 5 orang key facilitators yang berasal dari 4 dosen LPTK, 4 dosen dari mitra LPTK, 15 berasal dari perwakilan kabupaten/kota (1 dinas pendidikan, 1 kemenag, 1 LPMP, 4 service provider PKB, 2 dinas pendidikan kabupaten/kota, 2 kemenag kabupaten/kota). Hasilnya, setiap mitra LPTK menyusun program kerja yang disesuaikan dengan kebutuhan guru di kabupaten/kota setempat.

LOKAKARYA PENINGKATAN KAPASITAS BAGI INSTRUKTUR PPG Lokakarya dilaksanakan pada tanggal 17-19 Nopember 2015 di Hotel Le Dian Kota Serang dan dibuka secara resmi oleh Rektor UNTIRTA, Prof. Sholeh Hidayat. Peserta berjumlah total 43 orang (18 laki-laki & 15 perempuan) yang berasal dari UNTIRTA dan IAIN SMH. Tujuan lokakarya adalah untuk membekali para dosen mengenai pemahaman dan keterampilan pembelajaran aktif. Diharapkan peserta mampu mengaplikasikan lokakarya serupa untuk peningkatan profesi guru dan mengelolanya bagi kepentingan kompetensi dan sertifikasi guru berkualitas.

PENDAMPINGAN PADA SEKOLAH LAB AND SEKOLAH MITRA LPTK Sekolah mitra LPTK yang terlibat dalam proses pendampingan berjumlah 18 sekolah (6 SD/6 MI/3 SMP/3MTs). Pendampingan dilaksanakan setelah pelatihan modul 2 pada bulan Oktober-Nopember 2015. Mekanisme pendampingan dilaksanakan dengan mengunjungi peserta pelatihan di sekolah, berdiskusi untuk mengetahui hambatan/kendala dan mencari solusi pembelajaran bersama. Pendampingan dilakukan oleh para fasilitator LPTK yang terlatih.

TATA KELOLA DAN MANAJEMEN PENATAAN DAN PEMERATAAN GURU KOHOR 1, 2 dan 3 Pendampingan Rencana Implementasi Kebijakan PPG. Sebagai pemantapan maka pendampingan kedua untuk penyusunan rencana implementasi PPG dilaksanakan di Kabupaten Tangerang pada tanggal 7 Desember 2015 dan difasilitasi oleh service provider dari IAIN SMH dan LPMP Banten. Pendampingan diikuti oleh 7 orang Tim PPG khususnya dari Dinas Pendidikan Kabupaten Tangerang. Kabupaten

LPTK LK

Tangerang, 7 Des 2015

78

2

PR

Dinas Pend. LK PR 7

1

Kantor MenAg LK PR

BKD LK

PR

Bappeda dll LK PR

Total LK

Total

PR 10


Hasil pendampingan tersebut antara lain : •

Pada bulan Nopember 2015 Dinas Pendidikan mengikuti lokakarya monitoring penataan dan pemerataan guru oleh Kemdikbud yang hasilnya adalah tagihan kebijakan penataan dan pemerataan guru. Hal ini sejalan dengan rekomendasi kebijakan yang dihasilkan dari konsultasi publik yaitu penyusunan Perbup Penataan dan Pemerataan Guru.

•

Perbup Penataan dan Pemerataan Guru diupayakan untuk disusun dengan tahapan : 1. Menyelesaikan verifikasi dan validasi data data terbaru dengan BKD 2. Koordinasi dengan Bappeda 3. Menjadwalkan Lokakarya implementasi Penataan dan Pemerataan Guru 4. Penyusunan draf Peraturan Bupati

Tahapan selanjutnya adalah lokakarya Implementasi Kebijakan.

PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) 1.

Pendampingan 1 Pengumpulan Data - Pengembangan Keprofesian Berkelanjutan (PKB)

Kegiatan pendampingan ini difasilitasi oleh service provider dari IAIN SMH dan Universitas Sultan Ageng Tirtayasa (UNTIRTA) dan staff USAID Prioritas. Secara umum kegiatan berjalan cukup lancar meski terdapat beberapa kendala antara lain struktur data Dapodikdas yang baru sedikit berbeda sehingga perlu perlakuan khusus, dan sulitnya mendapat data APBD Lampiran I, II, dan IV sehingga diputuskan untuk mengambil data dari laman Kementerian Keuangan. Jadwal pendampingan yang dilaksanakan di masing-masing kabupaten/kota adalah berikut: (i) Lebak, 29 September 2015; (ii) Tangerang Selatan, 30 September 2015; (iii) Tangerang, 1 Oktober 2015; (iv) Cilegon, 7 Oktober 2015; (v) Serang, 8 Oktober 2015; (vi) Pandeglang 9 Oktober 2015. Pendampingan berhasil menyiapkan data di 6 kabupaten/kota tersebut untuk digunakan dalam lokakarya analisis dan perencanaan.

2.

Lokakarya Analisis dan Perencanaan Pengembangan Keprofesian Berkelanjutan (PKB)

Hasil pendampingan 1 PKB atau pengumpulan data di 6 kabupaten/kota dibawa pada Lokakarya Analisis dan Perencanaan Pengembangan Keprofesian Berkelanjutan (PKB) yang dilaksanakan di Hotel Olive, Tangerang pada tanggal 16-18 Oktober 2015. Kegiatan diikuti oleh 40 peserta yang terdiri dari komponen LPTK, LPMP, Bappeda, serta Dinas Pendidikan provinsi dan kabupaten/kota mitra. Kegiatan berjalan lancar dengan fasilitator dari 5 service provider yang berasal dari IAIN SMH, Untirta, dan LPMP. Hasil dari lokakarya ini adalah draf rencana pengembangan PKB yang berdasar dari hasil analisis pemetaan kebutuhan pelatihan, analisis satuan biaya, dan analisis potensi pendanaan. Beberapa kabupaten sudah menyusun draf strategis perencanaan pengembangan keprofesian berkelanjutan untuk guru SD dan SMP hingga 5 tahun serta identifikasi pendanaannya baik dari APBD maupun BOS.

3.

Pendampingan 2 – Finalisasi Rencana Pengembangan Keprofesian Berkelanjutan (PKB)

Pendampingan di setiap kabupaten/kota dilaksanakan bersama Tim PKB dan difasilitasi oleh service provider dari IAIN SMH, Untirta, dan LPMP. Jadwal pelaksanaan masing-masing kabupaten/kota adalah: (i) Tangerang, 7 dan 16 Desember 2015; (ii) Lebak, 10 dan 16 Desember 2015; (iii) Pandeglang, 11 Desember 2015; (iv) Serang, 15 Desember 2015; (v) Cilegon, 17 Desember 2015; (vi) Kota Tangerang, 8 Desember 2015; dan (vii) Kota Tangerang Selatan, 29 Desember 2015). Khusus untuk kota Tangerang pendampingan ini sekaligus untuk memantapkan kembali komitmen kota untuk pelaksanaan fasilitasi PKB.


79

Kabupaten

LPTK dan Dinas Kantor LPMP Pend. MenAg (Fasilitator) LK PR LK PR LK PR

Pendampingan 1PKB – Pengumpulan Data Serang 1 4 Pandeglang 6 Tangerang 2 4 1 Tangerang 2 7 Selatan Cilegon 1 1 Lebak 4 Lokakarya Analisis dan Perencanaan Banten 7 3 26 1 Pendampingan 2 PKB – Finalisasi Rencana Serang 4 1 Pandeglang 2 5 1 Tangerang 2 8 1 Cilegon 2 Lebak 1 6 Kota 3 1 1 Tangerang

Bappeda – LPTK Total dll PR LK PR LK PR

BKD LK

4

1

1 6 6 9 1 5

1

1

2 5

37

5

42

5 7 10 3 8 5

1 1 1 2

6 8 11 5 8 7

4 1 2 1

1

Total

1 1

1

1 1

2

5 6 7

DISEMINASI PROGRAM PRAKTIK YANG BAIK Dalam periode ini setiap kab/kota berhasil melaksanakan diseminasi dengan kepada 408 SD/MI; 389 SMP/MTS = 3 SMA/MA/SMK. Secara total, pelatihan diseminasi menjangkau 2.324 peserta (905 lakilaki & 1.419 perempuan). Sumber dana berasal dari BOS, APBD dan swadaya (peserta membayar pelatihan tersebut).

PROGRAM BUKU Kegiatan program buku diawali dengan sosialisaisi pada 23-24 Nopember 2015 untuk PA, AA dan DC tentang program buku, rencana kerja dan strategi pelaksanaannya. Selanjutnya, Lokakarya Perencanaan dan Orientasi tingkat provinsi diadakan pada 26-27 Nopember 2015 dan dihadiri oleh pemangku kepentingan dari tingkat provinsi dan 7 kabupaten/kota (dinas pendidikan, kemenag, dan bappeda). Pada kesempatan ini, dilakukan sosialisasi mengenai program buku bacaan berjenjang, perencanaan, dan kerjasama dalam masalah pendanaan (berbagi pembiayaan) untuk pelatihan di tingkat gugus dengan dinas pendidikan dan kemenag. Tindak lanjut dari lokakarya adalah melakukan monitoring di enam kabupaten/kota bersamaan dengan mentoring 2 PKB. Enam dari 7 kab/kota menyambut baik program buku dan pelaksanaan berbagi pembiayaan disesuaikan dengan anggaran setempat. Satu kabupatan yang belum akan melaksanakannya pada awal Januari 2016.

MONITORING DAN EVALUASI Pelaksanaan pelatihan penyegaran bagi enumerator ME berlangsung pada 21-22 Oktober 2015 di Hotel Fame, Serpong. Acara ini dihadiri oleh 24 orang, 18 orang dari kohor 1 dan 8 orang dari kohor 2. Hasilnya adalah pelaksanaan pengumpulan data dan entri data di seluruh sekolah sampel yaitu 42 sekolah, masing-masing sejumlah 4 SD/MI dan 3 SMP/MTs mitra dan kontrol di setiap kabupaten/kota mitra USAID PRIORITAS. Pengambilan data kohor 2 pada 2-6 Nopember di Kota Tangerang Selatan, 9-13 Nopember di Kabupaten Tangerang, 16-18 Nopember di Kabupaten Serang dan terakhir 19-21 Nopember di Kabupaten Pandeglang.

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EARLY GRADE READING ASSESSMENT (EGRA) EGRA dilakukan melalui tiga tahap: (1) Sosialisasi dan koordinasi EGRA di kohor 2 pada 23-24 Nopember (Kab. Tangerang) dan 30-31 Nopember (Kota Tangerang Selatan). Pelatihan penyegaran dilaksanakan di Hotel Fame pada tanggal 2-3 Nopember 2015. Pelaksanaan EGRA pada 4-6 Nopember 2015 di Kabupaten Tangerang meliputi sekolah mitra (MI Al Husein, MI Syech Mubarok, SDN Campaka 3 dan SDN Sodong 1) dan sekolah non mitra (MI Al Ittihad Daru, MI Darussalam, SDN Panongan 3 dan SDN Rancabuaya 1). Sedangkan pelaksanaan EGRA di Kota Tangerang Selatan pada 9-10 Nopember 2015 meliputi sekolah mitra (MI L’anatul Huda, SD Al Amanah, SDN Jelupang 1 dan SDN Kademangan 1) dan sekolah non mitra (MI Miftah Sa’adah, MI Nurul Falah Pondok Ranji, SDN Cireudeu 2 dan SDN Pucung 2).

KEGIATAN LAIN KOMUNIKASI Pelatihan Peningkatan Kapasitas Jurnalistik Dasar bagi Fasilitator Daerah. Sebagai upaya perluasan publikasi praktik yang baik di media dan penguatan jurnalisme warga, dilaksanakan pelatihan peningkatan kapasitas jurnalistik dasar bagi fasilitator daerah terpilih. Fasilitator terpilih adalah mereka yang gemar menulis dan melek teknologi. Acara dilaksanakan di Kabupaten Tangerang pada 19 Oktober 2015 diikuti oleh 15 orang (8 laki-laki & 7 perempuan) dan difasilitasi Pimred Radar Banten dan wartawan senior RRI. Selanjutnya pelatihan diadakan di Tangerang Selatan pada 14 Desember 2015 diikuti oleh 10 orang (3 laki-laki & 7 perempuan) difasilitasi oleh Pimred Tangsel Pos dan wartawan senior RRI. Hasilnya, peserta mampu membuat reportase dan melakukan live report di radio. Sebagai tindak lanjut dari pelatihan ini, USAID PRIORITAS Banten berhasil melaksanakan siaran radio selama 1 jam, radio talk show di RRI dengan tema yang ditentukan. Selain itu, fasilitator mampu membuat blog, menulis opini di media cetak/online dan bermitra dengan media untuk publikasi acara sekolah. Buletin Wewarah – Edisi 12 sudah terbit dan dicetak 1.000 examplar. Video – Dalam periode ini, Banten sudah membuat video Penataan dan Pemerataan Guru dan video pembelajaran SD/MI, SMP/MTs dan Perkuliahan LPTK. Semua video sedang dikaji ulang oleh tim komunikasi di Jakarta.


Tingkat sekolah: Modul 3 SD

•

Tingkat kabupaten: seleksi fasilitator dan orientasi program buku

•

Tingkat provinsi: Pelatihan penyegaran Modul 3, ToT Module 3 kohor 2, District Strategic Planing Meeting – Provincial Strategic planning dan lokakarya implmentasi PPG kohor 2 – Lokakarya PPG tingkat provinsi

•

Tingkat LPTK: diseminasi UNTIRTA, pelatihan sekolah mitra LPTK, kaji ulang sekolah praktik yang baik


81

Galeri Foto

82

Rukman Teddy, Sekretaris Dinas Pendidikan Provinsi Banten membuka secara resmi lokakarya kedua PKB.

Asesor EGRA sedang melakukan tes kemampuan baca siswa.

Dulhadi, Kepala SMPN 3 Tigaraksa sedang mengamati budaya baca dalam kunjungan belajar di SMPN 1 Cilimus.

Rektor UNTIRTA, Prof. Sholeh Hidayat tampak memberikan sambutan dalam lokakarya perencanaan strategi bisnis LPTK.

Akhmad Yani CH, Kabid Dikdas Dinas Pendidikan Provinsi Banten didampingi oleh Muchtarudin, Kabid PMPTK Dinas Pendidikan Provinsi Banten.

Peserta menyampaikan hasil diskusi dalam pelatihan diseminasi di MAN Insan Cendekia, Serpong.


Provinsi: Jawa Barat RAPAT KOORDINASI, REVIU, PERENCANAAN ATAU PERTEMUAN LAIN YANG PENTING Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal 15 Oktober 2015

Dengan siapa Kabid Madrasah, Kasi Kelembagaan dan kasi Kurikulum Kemenag Jabar

Hasil koordinasi • •

17 Nopember 2015

Kabid Dikdas Dinas Pendidikan Provinsi Jawa Barat

•

Dukungan Kanwil Kemenag terhadap pengembangan keprofesian berkelanjutan guru melalui berbagai diseminasi modul USAID PRIORITAS. Apresiasi Kanwil kemenag atas hibah buku bacaan berjenjang Dinas Pendidikan Provinsi Jawa Barat memiliki program literasi untuk sekolah inti di 27 kabupaten/kota. Dinas berharap bisa berkolaborasi dengan USAID PRIORITAS terkait program ini.

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tempat/Tanggal

Dengan siapa

Tasikmalaya, 22-23 Oktober 2015

Kasubag Program & Kabid Dikmen Disdik Tasikmalaya, Kasi Sospem – Bappeda.

Tasikmalaya, 31 Oktober 2015

Kepala Dinas Pendidikan, Kabid Dikmen, Seluruh FASDA, Kepala Kemenag.

Cirebon, 20 Oktober 2015

Kasie Kurikulum & Kabid Dikdas Dinas Pendidikan

Karawang, 5 Oktober 2015

Kepala UPTD Kec. Pangkalan

Cimahi, 12 Nop 2015

Kabid Dikdas Disdikpora Kota Cimahi, Kasi Kurikulum Dikdas Disdikpora Kota Cimahi

Hasil koordinasi Dinas Pendidikan berhasil mendapatkan anggaran pada tahun 2016 sebesar Rp. 950 juta untuk kegiatan pelatihan/diseminasi praktik yang baik dalam pembelajaran dan manajemen di sekolah • Peluncuran program budaya membaca di SMPN 1 Ciawi bersama Bupati serta mendiskusian penggunaan dana pelatihan tahun anggaran 2016. • Pengadaan buku untuk menunjang budaya membaca di kabupaten sebesar 2 M Merencakanakan diseminasi ke Wilayah Timur Cirebon dengan melatih 20 orang fasilitator baru. Merencanakan diseminasi modul 1 SD/MI pembelajaran dan MBS di bulan Nopember atau desember Koordinasi penyusunan RKA Tahun 2016 yang memasukkan program dan anggaran untuk pelatihan Buku Bacaan Berjenjang yang dibiayai oleh APBD.

KOHOR 1, 2 dan 3 PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Pelatihan sekolah Modul 3 di daerah kohor 1 untuk periode Oktober - Desember 2015 adalah: Jenis Waktu Sekolah/Instansi Pelatihan MBS SMP/MTs

MBS SMP/MTs

6-7 Oktober 2015

16-17 Desember 2015

Bandung Barat SMPN 1 Cihampelas; SMPN 1 Cipatat; SMPN 2 Cihampelas; SMPN 3 Cipatat; SMP Al-Hikmah; SMP Pataruman; MTsN Rongga; MTs Al-Mukhtariyah; MKKS; MKKMT; Disdikpora KBB; Kemenag KBB Ciamis MTsN Sindangkasih; MTsN Wanayasa; SMPN 1 Banjarsari; SMPN 1 Cikoneng; SMPN 1 Sindangkasih; SMPN 2 Banjarsari; SMPN 2 Cikoneng; SMPN 3 Banjarsari; Disdikbud Kab. Ciamis, Kemenag kab. Ciamis


83

Jumlah Peserta Pelatihan MBS SMP/MTs Modul 3 Kohor 1 (Oktober-Desember 2015) Komite Kepala Guru Pengawas Lain Total sekolah Sekolah Kabupaten Total LK PR LK PR LK PR LK PR LK PR LK PR Bandung Barat Ciamis

10

6

11

5

8

3

4

-

-

-

33

14

47

16

7

10

2

5

-

2

1

-

-

33

10

43

PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3 Dalam periode Oktober - Desember 2015, pendampingan dilakukan pada sekolah mitra di daerah kohor 2. Tahapan pendampingannya adalah terdamping mengajar baik secara individu atau tim kemudian melakukan refleksi. Adapun pendampingan MBS meliputi monitori dan evaluasi budaya baca, monitor lingkungan sekolah dan peran serta masyarakat dalam budaya baca, kaji ulang dan monitor anggaran untuk budaya baca, serta mengadvokasi anggaran untuk pembelajaran. Sementara itu, untuk daerah kohor 1, yang sudah dilakukan hanya sosialisasi pendampingan kepada sekolah mitra jenjang SMP/MTs.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) KEGIATAN SEKOLAH PRAKTIK YANG BAIK KOHOR 1 DAN 2 Rapat kaji ulang dengan sekolah praktik yang baik (GPS) kohor 1dilaksanakan pada tanggal 12 Oktober 2015 di Ciamis, 15 Oktober 2015 di Cimahi, dan 19 Oktober 2015 di Bandung Barat. Hasil yang dicapai dari kegiatan ini adalah sekolah praktik yang baik kohor 1 telah mengkaji ulang pelaksanaan proses belajar mengajar (PBM) dan manajemen berbasis sekolah, berbagi praktik yang baik dalam pembelajaran dan MBS pada sesama sekolah praktik yang baik (SD/MI, SMP/MTs), dan membuat perencanaan sekolah praktik yang baik untuk beberapa bulan ke depan baik dalam hal praktik pembelajaran yang baik maupun manajemen berbasis sekolah, program budaya baca, dan penyusunan profil sekolah. Kegiatan ini diikuti oleh 12 kepala sekolah, 36 guru, 12 komite sekolah, dan 6 pejabat Dinas Pendidikan/Kemenag. Studi banding sekolah praktik yang baik kohor 2 dilaksanakan pada tanggal 23-26 Nopember 2015 ke Kabupaten Purbalingga dan Banjarnegara, Jawa Tengah. Terdapat 76 orang dari 4 kabupaten kohor 2 yang mengikuti kegiatan ini. Peserta terdiri atas unsur kepala sekolah, guru, komite sekolah, pengawas, dan koordinator distrik fasilitator. Hasil yang dicapai dari kegiatan kunjungan ini adalah sekolah dan madrasah praktik yang baik kohor 2 Jawa Barat mendapatkan gambaran tentang praktik yang baik hasil dari pelaksanaan PAKEM/CTL, penerapan budaya baca, dan berbagi pengalaman dalam mengelola sekolah berbasis pada prinsip partisipasi, transparansi dan akuntabilitas (MBS), serta berbagi pengalaman dalam meningkatkan partisipasi orang tua, masyarakat dan pihak lain untuk meningkatkan kerja sama dengan masyarakat/lembaga/badan di luar sekolah.

LOKAKARYA PROVINSI: SOSIALISASI/ PENGEMBANGAN KAPASITAS INSTRUKTUR PPG Kegiatan ini dilaksanakan pada tanggal 21 - 23 Desember 2015. Peserta terdiri dari 10 orang instruktur PPC SD, 30 orang instruktur SMP dan 9 fasilitator (3 orang SD, 6 orang SMP). Diharapkan setelah lokakarya, peserta dapat mengaplikasikan hasil pelatihan dalam pengelolaan lokakarya PPG di departemen/prodi masing-masing & memberikan contoh praktik yang baik dalam pembelajaran kepada mahasiswa PPG sesuai dengan modul yang dikembangkan oleh USAID PRIORITAS.

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LOKAKARYA PERENCANAAN STRATEGI BISNIS LPTK (TTI Strategic Business Planning Lokakarya) Kegiatan lokakarya ini dilaksanakan tanggal 3 - 4 Desember 2015 di Park Hotel Bandung. Kegiatan diikuti oleh 26 orang yang terdiri dari pimpinan LPTK mitra USAID PRIORITAS (UPI dan UIN), dan konsorsia (UNPAS, UNINUS, STAI Siliwangi, dan IAID Ciamis), Dinas Pendidikan dan Kemenag Provinsi Jawa Barat, LPMP Jawa Barat, Dinas Pendidikan/Kemenag kohor 1 dan 2. Kegiatan menghasilkan kesepakatan bersama antara Dinas/Kemenag kabupaten/kota dan LPTK tentang program Pengembangan Keprofesian Berkelanjutan (PKB) guru dan program lain sesuai dengan kebutuhan guru di lapangan dalam bentuk Rencana Tindak Lanjut. Pihak LPTK siap berpartisipasi dalam penyiapan sumber daya manusia yang akan melatih guru-guru. Jumlah Peserta Lokakarya Orientasi dan Perencanaan Tingkat Provinsi Program Buku Bacaan Berjenjang

LPTK LK

PR

18

3

Dinas Pend. LK PR 2

1

Kantor MenAg LK PR 1

-

LPMP

Total

LK

PR

LK

PR

1

-

22

4

Total 26

PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK Kegiatan pendampingan sekolah mitra LPTK dilaksanakan dalam kurun waktu Oktober 2015—Januari 2016, menggunakan mekanisme/pola lesson study. Fasilitator LPTK mendatangi sekolah mitra sebanyak 12 kali pertemuan. Sekolah yang didampingi terdiri atas 6 SD dan 3 SMP mitra UPI, dan 6 MI serta 3 MTs mitra UIN. Fokus pendampingan diarahkan pada pemanfaatan modul 1 dan 2 baik pembelajaran maupun MBS. Sasaran pembelajaran adalah guru-guru kelas awal dan tinggi (SD/MI), dan jenjang SMP/MTs difokuskan pada guru mata pelajaran Bahasa Indonesia, Matematika, IPA, IPS, dan Bahasa Inggris. Adapun fokus MBS diarahkan pada pendampingan kepala sekolah dalam merancang RKS, RKAS, kepemimpinan kepala sekolah, dan pengembangan budaya baca.

TATA KELOLA DAN MANAJEMEN PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) Pendampingan #1 pasca rapat pengkajian ulang dan persiapan PKB dilakukan di Sukabumi (6-7 Oktober 2015), Karawang (8-9 Oktober 2015), Cirebon (20-21 Okober 2015), Ciamis (22-23 Oktober 2015), Cimahi (12-13 Oktober), dan Garut (8-9 Oktober 2015). Secara umum dari hasil pendampingan ini diperoleh data anggaran dan guru yang siap untuk digunakan pada lokakarya analisis dan perencanaan PKB di tingkat provinsi. Lokakarya Analisis dan Perencanaan PKB tingkat Provinsi dilaksanakan pada tanggal 3 – 5 Nopember 2015 di Swissbell Hotel Cirebon. Lokakarya dihadiri oleh 91 Orang yang terdiri dari unsur Dinas Pendidikan Kab/Kota, Kantor Kementerian Agama Provinsi dan Kab/Kota, BAPPEDA Kab/Kota, dan perwakilan dari Universitas Pendidikan Indonesia, dan Universitas Islam Negeri Sunan Gunung Djati. Hasil kegiatan ini adalah (1) Terpetakannya kebutuhan pelatihan guru pada jenjang SD/MI dan SMP/MTs dengan berbasis KGG/KKM dan MGMP; (2) Mendapatkan gambaran dari hasil analisis satuan biaya pelatihan bagi guru di tingkat kabupaten/ kota (ToT Fasilitator) dan pelatihan di tingkat KKG/MGMP; (3) Mendapatkan perkiraan tentang potensi anggaran yang bersumber dari APBD dan Non APBD untuk membiayai kegiatan Pelatihan Pengembangan Keprofesian Berkelanjutan Guru.


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Jumlah Peserta Lokakarya Analisis dan Perencanaan PKB

Kabupaten Kota Cimahi KBB Ciamis Tasikmalaya Kuningan Cirebon Bekasi Karawang Kota Bogor Sukabumi Garut Indramayu Jawa Barat

LPTK (Fasilitator) LK PR 2

-

Dinas Pend. LK PR 4 5 4 5 3 4 5 3 2 5 4 5 -

1 2 1 1 2 -

Kantor MenAg LK PR 2 2 1 2 2 2 1 1 1 2 1 1

2 -

Bappeda dll LK PR 1 1 1 1 1 1 1 1 1 -

1 1 1 1 -

Total

Total

LK

PR

7 8 6 7 6 7 7 4 4 6 7 7 3

1 1 1 2 1 2 3 1 -

8 8 7 8 8 8 7 6 7 7 7 7 3

Pendampingan #2 Pasca Lokakarya Analisis dan Perencanaan PKB dilaksanakan di Cimahi (19-20 Nopember), Bogor (26-27 Nopember), Ciamis (8-9 Desember), Kuningan (8-9 Desember), Garut (10-11 Desember), Indramayu (14-15 Desember), Bandung Barat (17-18 Desember), Bekasi (15-16 Desember), Karawang (17-18 Desember), dan Cirebon (22-23 Desember). Secara umum yang dihasilkan dari pendampingan kedua ini adalah (1) Kabupaten/Kota membuat draf Model Pengembangan Keprofesian Berkelanjutan (PKB) berbasis KKG dan MGMP dengan menggunakan multi sumber Anggaran (APBD, BOS dan Tunjangan Profesi Pendidik (TPP), (2) Kabupaten/Kota akan menambah Fasilitator Daerah untuk melatih sejumlah guru sasaran sesuai kebutuhan, (3) Kebutuhan Pelatihan Guru akan didasarkan pada Analisis Uji Kompentensi Guru (UKG), dan untuk Kompetensi Pedagogik akan menggunakan Modul1,2 dan 3 USAID PRIORITAS, (4) Kepala Dinas sebagai ketua tim akan menyampaikan analisis dan perencanaan Pengembangan Keprofesian Berkelanjutan pada forum kabupaten untuk mendapat masukan dan disepakati.

DISEMINASI PROGRAM PRAKTIK YANG BAIK Pada rentang waktu bulan Oktober – Desember 2015, di Provinsi Jawa Barat telah dilaksanakan 38 kegiatan diseminasi di Kabupaten Bandung Barat, Ciamis dan kota Cimahi (wilayah kohor-1); kabupaten Tasikmalaya, Kuningan, Bekasi dan Cirebon (wilayah kohor-2); dan kota Bogor, kabupaten Indramayu, Karawang dan Sukabumi (wilayah DBE). Ruang lingkup kegiatan diseminasi dilaksanakan di tingkat SD/MI dan SMP/MTs mulai dari tingkat wilayah kecamatan, komisariat sampai dengan tingkat kabupaten/kota. Sebanyak 1130 Sekolah dilibatkan dalam kegiatan tersebut, diantaranya terdiri dari 526 SD/MI dan 604 SMP/MTs. Sebanyak 3098 (1243 L/1855 P) orang guru dan kepala sekolah hadir sebagai peserta kegiatan diseminasi. Total anggaran sejumlah Rp 1.470.162.250 telah dibelanjakan pada keseluruhan kegiatan diseminasi tersebut, dengan sumber dana yang berasal dari APBD sejumlah Rp 1.117.700.000 (76%), berasal dari Dana Mandiri sejumlah Rp 172.275.000 (12 %), berasal dari program USAID PRIORITAS sejumlah Rp 156.411.250 (10 %), dan perolehan dari sumber dana lainnya sebesar Rp. 23.776.000 (2%).

PROGRAM BUKU Lokakarya Orientasi dan Perencanaan Tingkat Provinsi dilaksanakan pada tanggal 5-6 Nopember 2015 bertempat di Hotel Swissbell Cirebon, dihadiri oleh 87 orang yang terdiri dari Dinas

86


Pendidikan Kab/Kota, Kantor Kementerian Agama Provinsi dan Kab/Kota, dan BAPPEDA Kab/Kota. Dari hasil lokakarya, masing-masing kabupaten telah menyepakati kriteria pemilihan gugus, kriteria pemilihan fasda, dan mempunyai rancangan kasar tentang gugus dan Sekolah yang akan mendapatkan program buku bacaan berjenjang, serta rancangan sumber dana yang akan digunakan untuk melatih guru-guru di tingkat gugus. Jumlah Peserta Lokakarya Orientasi dan Perencanaan Tingkat Provinsi Program Buku Bacaan Berjenjang

Kabupaten Kota Cimahi KBB Ciamis Tasikmalaya Kuningan Cirebon Bekasi Karawang Kota Bogor Sukabumi Garut Indramayu Jawa Barat

Dinas Pend. LK PR 3 5 4 5 5 4 5 4 2 6 5 5 1

2 1 3 -

Kantor MenAg LK PR 1 2 1 1 1 2 1 1 1 1 1 1

1 1 -

Bappeda dll LK PR 1 1 1 1 1 1 1 -

1 1 1 1 -

Total

Total

LK

PR

5 8 5 6 7 7 7 5 3 7 7 6 2

2 1 1 2 4 1 1 -

7 8 6 7 7 7 7 7 7 8 7 7 2

Pemilihan Gugus penerima bantuan program Buku Bacaan Berjenjang dilakukan oleh Dinas Pendidikan kabupaten/kota dan kantor kemenag kabupaten/kota didampingi oleh District Coordinator. Seleksi Fasilitator kelas awal tambahan dilakukan dengan tahapan sebagai berikut (1) Dinas Pendidikan dan Kantor Kementerian Agama Kabupaten membentuk tim seleksi, (2) Tim Kabupaten dan Tim PRIORITAS (DC & PA) menyusun daftar panjang, (3) Tim Kabupaten dan Tim PRIORITAS (DC & PA) menyusun daftar pendek, (4) Tim Kabupaten dan Tim USAID PRIORITAS (TTO/WSD/TC/DC) melakukan wawancara terhadap calon fasilitator, (5) Tim Kabupaten dan Tim USAID PRIORITAS menentukan fasilitator daerah, (6) Dinas Pendidikan dan Kemenag menetapkan fasilitator daerah. Seleksi fasilitator tambahan dilaksanakan di Kuningan (3 Desember), Cirebon (4 Desember), Bekasi (10 Desember), Karawang (11 Desember), Cimahi (16 Desember), Bandung Barat (16 Desember), Bogor (17 Desember), Indramayu (18 Desember), Ciamis ( 21 Desember), Garut (22 Desember), dan Sukabumi (29 Desember). Kabupaten Tasikmalaya Sukabumi Karawang Bekasi Kuningan Bogor Cimahi Indramayu Bandung Barat Cirebon Ciamis

Jumlah Gugus 21 26 18 17 19 19 14 23 22 20 20


Jumlah Fasda 7 8 7 7 7 7 6 8 7 8 8

87

Kabupaten

Jumlah Gugus

Garut

34

Jumlah Fasda 10

MONITORING DAN EVALUASI Pengambilan data tahunan tingkat sekolah, KKG, dan MGMP dilaksanakan pada tanggal 1517 Oktober (Kuningan), 20-23 Oktober (Cirebon), 27-30 Oktober (Tasikmalaya), 27- 30 Oktober (Bekasi), 17-18 Nopember (Bandung Barat), 19-20 Nopember (Cimahi), dan 26-27 Nopember (Ciamis). Pengumpulan data dilakukan oleh para enumerator yang merupakan fasilitator daerah DBE dimana para enumerator ini diberikan penyegaran terlebih dulu pada tanggal 1-2 Oktober 2015.

EGRA dilaksanakan di kabupaten kohor 2, yaitu Kuningan (4-5 Nopember), Cirebon (10-11 Nopember), Bekasi (12-13 Nopember), Tasikmalaya (18-19 Nopember). Sebelum melakukan EGRA, asesor mengikuti pelatihan penyegaran di tingkat provinsi pada tanggal 2-3 Nopember 2015. KEGIATAN LAIN Pelatihan ALPEKA. Dinas pendidikan Kabupaten Bekasi mengadakan ToT ALPEKA bagi para pengawas SMP pada tanggal 14 Oktober 2015. Fasilitator kegiatan ini adalah Governance and Management Specialist USAID PRIORITAS Jawa Barat. Dinas pendidikan Kabupaten Tasikmalaya menyelenggarakan pelatihan ALPEKA juga pada tanggal 26 Oktober 2015. Peserta terdiri dari 30 Pengawas, Kabid Dikmen, Kasie Dikmen, dan 2 orang Inspektorat Kabuapaten Tasikmalaya. Fasilitator kegiatan ALPEKA di Tasikmalaya adalah IT Specialist USAID PRIORITAS Jawa Barat. Setelah pelatihan, peserta telah mampu menggunakan aplikasi ALPEKA mulai dari mengisi perencanaan, mengisi realisasi, dan mencetak ALPEKA. Kunjungan Tim Edukasi USAID Indonesia dilaksanakan pada tanggal 13 Nopember 2015 ke SMPN 8 Kota Bogor. Tim dari USAID melihat bahwa anak-anak sangat menikmati pembelajaran IPA dan matematika. Anak-anak tampak ceria dan senang, tidak ada satu anakpun yang merasa tertekan mengikuti pembelajaran tersebut. USAID juga memberikan apresiasi kepada SMPN 8 Kota Bogor dan Dinas Pendidikan Kota Bogor karena sampai saat ini masih terus secara konsisten menerapkan program DBE dan USAID PRIORITAS. Kunjungan Alastair Rodd, RTI Home Office Manager dilaksanakan pada tanggal 2 Desember 2015 ke SDN 2 Rajamandala Kulon dan MTs Al Mukhtariyah Kabupaten Bandung Barat. 3. Alaistar G. Rodd menyampaikan “Ada 4 elemen yang perlu dimiliki oleh sekolah agar menjadi baik, yakni : (1) Kepemimpinan yang kuat di tingkat sekolah dan pemerintah, (2) Ketersediaan guru yang baik, (3) Komite sekolah beserta orangtua yang memiliki komitmen untuk kemajuan pendidikan, (4) Siswa yang terlibat dalam pembelajaran yang aktif. Dan keempat elemen tersebut telah dimiliki oleh SDN 2 Rajamandala.” COP USAID PRIORITAS menyampaikan bahwa anak-anak di MTs Al Mukhtariyah sangat menikmati pembelajaran, sama sekali tidak terganggu dengan adanya tamu yang masuk berkunjung ke kelas. Peluncuran Budaya Baca dan Bursa Buku di SMPN 2 Garawangi Kuningan dilaksanakan pada tanggal 16 Desember 2015 dan dihadiri oleh Sekretaris Dinas Pendidikan Kabupaten Kuningan. Kegiatan yang dilakukan dalam acara peluncuran ini adalah membaca buku secara massal, membaca resensi buku bacaan, pemberian hadiah buku, showcase kelas, dan infaq buku dari orang tua. Peluncuran Budaya Baca Kabupaten Tasikmalaya dilakukan oleh Bupati Tasikmalaya Uu Ruzanul Ulum di sekolah mitra SMPN 1 Ciawi pada tanggal 31 Oktober 2015.

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Tingkat sekolah: Modul 3 kelas awal, pendampingan Modul 2 kohor 2 dan Modul 3 kohor 1 dan 2

•

Tingkat kabupaten: Lokakarya Perencanaan Program Buku Bacaan Berjenjang

•

Tingkat provinsi: ToT Modul 3 kohor 2, ToT Fasilitator Kelas Awal Tambahan untuk Program Buku Bacaan Berjenjang

•

Tingkat LPTK: lokakarya dan rapat kaji ulang sekolah praktik yang baik kohor 2, pelatihan sekolah lab/mitra LPTK, lokakarya praktikum guru dengan sekolah lab/mitra LPTK

Galeri Foto

Siswa SMPN 1 Cihampelas aftif terlibat dalam pengambatan saintific ketika praktik mengajar pada pelatihan sekolah (1/10).

Bupati Tasikmalaya Uu Ruzanul Ulum meluncurkan program budaya baca tingkat kabupaten di sekolah mitra SMPN 1 Ciawi (31/10).

Derrick Brown (kedua dari kiri) and Didik Suhardi (kanak) pada acara Unjuk Karya Nasional bersama guru dan kepala sekolah SDN 2 Sukasari Ciamis and SMPN 1 Cilimus Kuningan (28/10).

Bupati Kuningan Utje Ch. Suganda dan guru Deni Nurjaman dari Bandung Barat berbagi pengalaman tentang penataan guru dan penembangan budaya baca pada Unjuk Karya nasional (28/10).

Pemangku kepentingan pendidikan daerah sedang mengalisis data pendidikan pada lakakaya KPB (3-5/11).

Siswa SMPN 8 Kota Bogor sibuk dengan kegiatan pembelajaran ketika dikunjungi oleh Lawrance Dolan dari USAID (13/11)


89

Guru sekolah praktik yang baik kohor 2 sedang mengamati proses pembelajaran di SDN 1 Panican Prubalingga pada studi banding ke Jawa Tengah (24/11).

90

Alastair Rodd mengamati proses pembelajaran pada kunjungan ke SDN 2 Rajamandalakulon dan MTs Al-Mukhtariyah, Bandung Barat (2/12)


Provinsi: Jawa Tengah RAPAT KOORDINASI, REVIU, PERENCANNA ATAU PERTEMUAN LAIN YANG PENTING Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal

Dengan siapa

Hasil koordinasi

1 Oktober 2015

Kabid PPTK Dinas Pendidikan Provinsi, Bappeda Provinsi, dan BKD Provinsi Kepala Perpusda Provinsi Jateng dan Kaperpusda Kabupaten Banjarnegara Prof. Dr. Fathur Rokhman, M.Hum (Rektor UNNES)

Berpartisipasi dalam Lokakarya 2 PKB untuk Analisis Data di 10 kabupaten

23 Nopember 2015 12 Nopember 2015 19 Nopember 2015

Prof. Dr. Suparman, M.Ag (Wakil Rektor III) dan Dr. H. Raharjo, M.Ed. St. (Dekan FITK) UIN Walisongo

Bersedia menjadi nara sumber dalam Lokakarya B3 untuk 10 kabupaten Update program TTI business strategic planning sebagai penyedia layanan pendidikan dan mengundang untuk membuka lokakarya program tersebut. Perkenalan pejabat baru UIN Walisongo dan update program USAID PRIORITAS serta mengundang menjadi nara sumber pada TTI business strategic planning sebagai penyedia layanan pendidikan

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten Tanggal 15 Oktober 19 Oktober 20 Oktober

22 Oktober 19 Nopember 16 Nopember 20 Nopember 12 Nopember 15 Desember

Dengan siapa Kabid Dikdas dan Kasi SD Dikdas Kabupaten Sragen Kepala UPTD Kec Tengaran, Pengawas UPTD Kecamatan Bergas, Kaliwungu dan Fasda Bagian Organisasi Pemda Kab. Batang (Retno Dwi Irianto) selaku Team Implementasi PPG Kab. Batang Bupati Banjarnegara Dindikpora Banjarnegara Sekretaris, Kabid Dikdas, Kasi SD, dan Kasi SMP Kabupaten Sragen Kabid PTK Dindikpora Sub Bagian Program Disdikpora Kabupaten Batang Bupati, Dindikpora dan Kabag Hukum

Hasil koordinasi Disepakati teknis pelaksanaan BOSP, peserta dan waktunya. Disepakati Diseminasi di Kecamatan Tengaran, Bergas, Ambarawa, dan Kaliwungu Pertemuan penyusunan Perbub Regrouping

Laporan hasil PKB Pencanangan gerakan membaca anak di Banjarnegara Lokakarya BOSP terselenggaran pada tanggal 24 Nopember 2015 Disetujui Perbub PKB dan pelaksanaan lokakarya PKB tanggal 23 Nopember Rencana Diseminasi yang akan di didanai dg APBD kepada 22 SD dan 13 SMP Ditindaklanjutinya KAK perpanjangan program Kabupaten Karanganyar

KOHOR 1, 2 dan 3 PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Pelatihan modul III manajemen berbasis sekolah jenjang SMP dan MTs dilaksanakan pada tanggal 29 September-1 Oktober 2015 di Kabupaten Semarang. Kegiatan dilaksanakan di Winawisata Bandungan Kabupaten Semarang. Peserta berjumlah 41 orang peserta (L: 27, P:14). Peserta berasal dari unsur komite sekolah/madrasah, kepala sekolah/madrasah, dan guru.


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PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3 Kegiatan pendampingan pembelajaran SD/MI di Kohor 2 dilaksanakan pada bulan Agustus – Oktober 2015. Pendampingan yang sedang berjalan menyelesaikan pertemuan ke empat dan ke lima, yaitu, pengamatan pembelajaran dan refleksi. Pengamatan pembelajaran difokuskan pada perbaikan yang sudah ditemukan pada pengamatan pertama. Pada refleksi, semua terdamping menyusun RPP untuk mengajar secara mandiri didampingi oleh kepala sekolah SD/MI setempat. Jumlah guru yang didampingi di Kabupaten Pekalongan sejumlah 16 SD/MI dan Kabupaten Wonosobo 16 SD/MI tiap sekolah 6 guru sehingga total berjumlah 192 guru. Pendampingan MBS tahap 2 di kabupaten kohor 1 dan kohor 2 baik jenjang SD/MI maupun SMP/MTs sudah mencapai 100 persen. Pada awal bulan Desember dimulai dengan pendampingan tahap 3 dengan metode lesson study. Pendampingan diawali dengan laporan perkembangan masing-masing sekolah oleh fasilitator dilanjutkan dengan penguatan pendampingan dengan lesson study dan perencanaan pendampingan bersama fasilitator dan kepala sekolah.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) KEGIATAN SEKOLAH PRAKTIK YANG BAIK KOHOR 1 DAN 2 Kunjungan belajar ke sekolah praktik yang baik kabupaten kohor 2 (Kabupaten Pekalongan dan Wonosobo) dilakukan pada tanggal 1-4 Desember 2015. Kunjungan dilakukan ke delapan sekolah praktik yang baik di Kota Cimahi dan Kabupaten Bandung Barat, Jawa Barat. Kegiatan diikuti oleh 42 orang (L:31, P:11), yang terdiri atas guru, kepala sekolah, dan komite dari 8 sekolah praktik yang baik, fasilitator daerah, pengawas SD dan SMP, kabid/kasi dari dinas pendidikan dan kemenag dari dua kabupaten. Para peserta sangat antusias dalam kunjungan ini dan mendapatkan inspirasi untuk dipraktikan di sekolah masing-masing.

RAPAT TINGKAT LPTK Pertemuan reviu dan perencanaan Fasilitator LPTK Rapat koordinasi dengan fasilitator diadakan pada tanggal 15 Oktober 2015 di hotel Grasia, Semarang untuk Unnes dan UIN Walisongo dan 16 Oktober 2015 di Hotel Grand Quality untuk UNY. Kegiatan ini diikuti oleh 34 fasilitator LPTK SD/MI dan SMP/MTs (L:13, P:21). Pertemuan ini membahas implementasi program, mendiskusikan hasil-hasil pendampingan di sekolah lab dan mitra LPTK, dan menyusun rencana kerja 3 bulan berikutnya.

Pertemuan kaji ulang dan perencanaan kegiatan sekolah lab dan mitra LPTK Rapat koordinasi dengan sekolah lab dan mitra LPTK diadakan pada tanggal 15 Oktober 2015 di Hotel Grasia, Semarang, untuk Unnes dan UIN Walisongo dan 16 Oktober 2015 di Hotel Grand Quality untuk UNY. Kegiatan dilaksanakan terintegrasi dengan pertemuan dengan fasilitator LPTK. Pertemuan tersebut diikuti oleh guru dan kepala sekolah lab dan mitra LPTK SD/MI dan SMP/MTs dengan total keseluruhan 46 orang (L:21, P:25). Pertemuan ini membahas implementasi program USAID PRIORITAS, mendiskusikan hasil-hasil pendampingan di sekolah lab dan mitra LPTK, membahas tantangan dan solusi implementasi program di sekolah dan menyusun rencana kerja 3 bulan berikutnya. Pada kesempatan ini, sekolah juga diberikan tambahan materi tentang program budaya literasi di sekolah.

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PROGRAM PRAKTIKUM LPTK Lokakarya Instruktur Pendidikan Profesi Guru (PPG) di LPTK Lokakarya instruktur pendidikan profesi guru (PPG) di LPTK telah dilakukan pada tanggal 5-7 Desember 2015 di Hotel Grand Quality, Yogyakarta untuk UNY dan tanggal 16-18 Desember 2015 di Hotel Star, Semarang untuk Unnes dan UIN Walisongo. Lokakarya diikuti oleh 67 instruktur PPG dari UNY, Unnes dan UIN Walisongo (L :34, P:33) dan difasilitasi oleh 16 fasilitator LPTK (L: 5, P:11). Lokakarya ini bertujuan untuk meningkatkan kompetensi instruktur PPG dalam menerapkan pembelajaran aktif di lokakarya PPG dan dapat memodelkan mengajar yang baik di sekolah (SD dan SMP). Para instruktur PPG telah melakukan praktik secara terbatas baik sebagai instruktur PPG maupun sebagai guru di SD dan SMP. Lokakarya ini juga dihadiri oleh Direktur Pembelajaran dan Kemahasiswaan Kemenristek Dikti, Dr. Ir. Paristyanti Nurwandani MP. Kemenristek DIKTI sangat mengapresiasi lokakarya ini dan sejalan dengan rencana revitalisasi LPTK.

LOKAKARYA PERENCANAAN STRATEGI BISNIS LPTK Lokakarya ini dilaksanakan pada tanggal 16-18 Nopember 2015 di Hotel Grand Candi Semarang. Kegiatan dibuka oleh Prof. Dr. Fathur Rokhman, M.Hum (Rektor Unnes) dan diikuti oleh 28 orang (L:21, P:7) yang meliputi wakil rektor bidang kerjasama dari mitra LPTK dan 5 LPTK anggota konsorsia serta ketua lembaga yang melayani pengembangan profesi guru di Unnes, 3 orang dari UNY dan UIN Walisongo, 4 orang perwakilan dinas pendidikan dan Kemenag kabupaten mitra USAID PRIORITAS. Pada lokakarya ini semua pihak mendiskusikan dan mempresentasikan peta kebutuhan pelatihan guru dan LPTK yang menyediakan pelatihan guru.

DISEMINASI PADA TINGKAT LPTK Diseminasi pembelajaran modul 1-II dilaksanakan pada tanggal 26-28 Nopember 2015 untuk mahasiswa Fakultas Biologi UKSW, Salatiga dan Guru Biologi (MGMP, Salatiga). Kegiatan dilaksanakan di Perpustakaan Pusat UKSW ini dengan diikuti oleh 38 orang peserta (L:10, P:28). Sejumlah 10 unit modul 1-II telah dilatihkan untuk para peserta. Peserta sangat antusias dalam mengikuti pelatihan dan diharapkan dapat menjadi bekal saat mengajar di sekolah.

TATA KELOLA DAN MANAJEMEN PENATAAN DAN PEMERATAAN GURU KOHOR 1, 2 dan 3 Kegiatan Penataan dan Pemerataan Guru periode Oktober - Desember 2015 dilaksanakan di Kabupaten Purworejo dan Batang. Kegiatan diseminasi Penataan dan Pemerataan Guru Kabupaten Purworejo dilaksanakan pada tanggal 8-9 Oktober 2015 di Hotel Sahid Solo dengan fokus pada tahapan pengolahan data penataan dan pemerataan guru. Kegiatan dihadiri tim Penataan dan Pemerataan Guru dan Kepala Dinas Pendidikan Kabupaten Purworejo. Data yang dipakai sebagai dasar pengolahan data PPG adalah data Padamu tahun 2015 yang memuat data individu guru dan data Dapodik yang memuat data individu sekolah. Hasil pengolahan data adalah tabel dan atau diagram kecukupan guru, outflow guru, distribusi, kualifikasi, usia, golongan dan ruang guru, rasio siswa per rombel, serta rasio siswa guru. Kegiatan pertemuan kaji ulang program Penataan dan Pemerataan Guru Kabupaten Batang dilaksanakan pada tanggal 26 Nopember 2015 di Aula Bappeda Kabupaten Batang. Fokus dari kegiatan adalah pembahasan draf peraturan bupati tentang penggabungan sekolah dasar. Kegiatan diikuti oleh pemangku kepentingan pendidikan tingkat SD seperti kepala sekolah dasar, pengawas sekolah, Kepala UPTD Pendidikan Kecamatan, wakil BKD, Bappeda, bagian organisasi, dan pejabat


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dinas pendidikan Kabupaten Batang. Keluaran kegiatan ini, adalah draf matang peraturan bupati tentang penggabungan sekolah dasar Kabupaten Batang. Kabupaten

LPTK LK

PR

Dinas Pend. LK PR

Batang

25

Kantor MenAg LK PR

5

BKD LK

PR

1

Bappeda dll LK PR 2

4

Total

Total

LK

PR

28

9

37

PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) Kegiatan lokakarya perencanaan dan analisis merupakan kegiatan lanjutan setelah kegiatan pengumpulan data PKB. Tujuan kegiatan ini memfasilitasi tim PKB kabupaten agar mampu menganalisis data untuk keperluan perencanaan PKB, Kegiatan dilaksanakan di Hotel Aston Solo pada tanggal, 6-8 Oktober 2015, kegiatan diikuti 10 Kabupaten mitra, 4 kabupaten mitra USAID PRIORITAS dan 6 kabupaten mitra DBE. Setiap kabupaten mengirimkan 5 orang yang terdiri dari unsur dinas pendidikan, Kemenag, dan BKD. Keluaran kegiatan ini berupa peta kebutuhan pelatihan dan analisis biaya satuan pelatihan, serta rencana strategis PKB masing-masing kabupaten. Tindak lanjut kegiatan lokakarya 2 adalah pendampingan di 10 kabupaten dan berlangsung dari awal Nopember sampai akhir Nopember 2015. Pendampingan dilaksanakan selama dua hari untuk tiap-tiap kabupaten. Fasilitasi pendampingan dilakukan oleh para service providers yang berasal dari LPTK dan LPMP Jawa Tengah. Hasil pendampingan berupa terselesaikannya perencanaan strategis PKB kabupaten untuk dipaparkan dalam kegiatan berikutnya yaitu pertemuan perencanaan strategis tingkat kabupaten. Kegiatan pertemuan perencanaan strategis tingkat kabupaten di 10 kabupaten bertujuan untuk menjaring masukan dari pemangku kepentingan pendidikan tentang materi pelatihan yang mereka butuhkan serta model pelatihan yang paling efektif untuk dilakukan. Urutan kegiatan ini, pertama tim PKB memaparkan hasil pendampingan berupa perencanaan strategis PKB kemudian memberikan kesempatan kepada para pemangku kepentingan untuk memberikan masukan melalui diskusi kelompok SD/MI dan SMP/MTs. Sampai dengan bulan Desember, terdapat 4 kabupaten yang telah melaksanakan konsultasi publik dalam pertemuan perencanaan strategis. Kabupaten tersebut yaitu Blora (7 Desember), Grobogan (8 Desember), Purworejo (14 Desember), Wonosobo (15 Desember), Pekalongan (16 Desember), Kudus (17 Desember), Semarang (18 Desember), Sragen (21 Desember), dan Boyolali (22 Desember). LPTK Kabupaten (Fasilitator) LK PR Blora Grobogan Purworejo Wonosobo Pekalongan Kudus Semarang Sragen Boyolali

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1

Dinas Pend. LK PR 29 33 27 25 31 29 22 28 29

6 5 14 6 4 8 10 9 6

Kantor MenAg LK PR 2 1 2 1 2 2 2

BKD LK

PR

2 1

Bappeda dll LK PR 1

1 1 1

2 1 1

1

Total LK

PR

29 38 29 26 34 31 27 30 32

6 5 14 6 4 8 10 10 7

Total 35 43 43 32 38 39 37 40 39


DISEMINASI PROGRAM PRAKTIK YANG BAIK Jumlah kabupaten yang melaksanakan diseminasi pada rentang bulan Oktober - Desember 2015 sebanyak 12 kabupaten yaitu Kabupaten Banjarnegara, Blora, Demak, Grobogan, Jepara, Kudus, Pekalongan, Purbalingga, Purworejo, Semarang, Sragen, dan Wonosobo. Jumlah kegiatan diseminasi sebanyak 92 kegiatan dengan perincian: dalam pembelajaran SD/MI sebanyak 51 kegiatan, pembelajaran SMP/MTs sebanyak 16 kegiatan, dan MBS SD/MI sebanyak 19 kegiatan, dan MBS SMP/MTs sebanyak 6 kegiatan. Kegiatan diseminasi diikuti oleh 7.886 peserta (L:3442, P:4444). Total anggaran yang dikelola sebanyak Rp. 3.370.181.790 Sumber pendanaan berasal dana non USAID PRIORITAS (BOS/Non BOS/MGMP/KKG/APBD dan lainnya) sebanyak Rp. 2.152.837.940. dan dari USAID PRIORITAS sebesar Rp. 1.217.343.850.

PROGRAM BUKU Lokakarya Perencanaan dan Orientasi Program Buku Tingkat Provinsi terselenggara pada 30 Nopember-01 Desember 2015 di Hotel Novotel Yogyakarta dan melibatkan 94 orang (L:76, P:18) undangan dari unsur Dinas Pendidikan, Kemenag, Bappeda di tingkat Provinsi Jawa Tengah dan 15 kabupaten wilayah kerja USAID PRIORITAS. Dalam kesempatan lokakarya ini diadakan sesi diskusi tentang gerakan budaya baca yang menghadirkan narasumber dari kalangan pustakawan yaitu Drs. Aan Permana, MM., Kepala Perpustakaan Daerah Provinsi Jawa Tengah dan Nurul Aini, S.H., M.M., Kepala Perpustakaan Daerah Kabupaten Banjarnegara. Pemilihan Fasilitator Daerah (Fasda) buku bacaan berjenjang dilakukan secara bertahap di 15 Kabupaten mitra. Setiap kabupaten akan dipilih 8 orang Fasda. Kegiatan telah dilaksanakan di 3 kabupaten, yaitu Kabupaten Pekalongan (16-17 Desember), Kabupaten Batang (18-19 Desember) dan Kabupaten Blora (22-23 Des). Total fasilitator yang terpilih sementara sejumlah 24 orang.

MONITORING DAN EVALUASI Pelatihan untuk enumerator dilaksanakan pada tanggal 7 – 9 Oktober 2015. Pelatihan diikuti oleh 70 orang Fasda dari 7 kabupaten (kohor 1 dan 2) dan 9 orang koordinator kabupaten. Pengambilan data tingkat sekolah untuk Kohor 1 telah memasuki periode 4 sedangkan kohor 2 baru memasuki periode 3. Kegiatan pengambilan data di sekolah untuk kohor 1 dilaksanakan pada 11 – 22 Nopember 2015 dan untuk kohor 2 dilaksanakan pada tanggal 4 – 5 Nopember dan 14 – 15 Nopember 2015. Untuk pengambilan data di kohor 1 hanya mengambil data sekolah dan pengamatan pembelajaran, sedangkan untuk kohor 2 selain pengamatan pembelajaran juga di laksanakan tes siswa. Tes siswa untuk tingkat SD/MI di laksanakan di kelas 4 dan 6 untuk mata pelajaran bahasa Indonesia atau matematika, sedangkan untuk kelas 5 tes mata pelajaran IPA. Untuk tingkat SMP/MTs dilaksanakan tes siswa untuk kelas 8 dengan mata pelajaran bahasa Indonesia, matematika, dan IPA. Pengambilan data dilaksanakan oleh enumerator dari kabupaten sendiri.

Early Grade Reading Assasment (EGRA) Di tahun 2015 EGRA dilaksanakan di kohor 2 yaitu Kabupaten Pekalongan pada tanggal 17 - 18 Nopember 2015 dan Kabupaten Wonosobo pada tanggal 10 – 12 Nopember 2015. Sekolah yang dijadikan sampel berjumlah 16 SD/MI yaitu SDN Siwuran, SDN 2 Jengkol, SDN 1 Kejajar, SDN I Kalibeber, MI Ma'arif Kliwonan, SDN I Kalikajar, SDN I Bojasari, MI Muhammadiyah Kertek, MI Salafiyah Warulor, SDN 1 Kampil, MI Salafiyah Tanjung, SD Muhammadiyah 3 Pekajangan, SD Muhammadiyah 1 Kajen, SDN 3 Pekiringalit, SDN 2 Pakis Putih, dan SDN 3 Kedungwuni. Kegiatan EGRA dilaksanakan oleh 12 orang terdiri dari 8 asesor dan 4 petugas ruang tunggu.


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KEGIATAN LAIN a. Pada tanggal 7 dan 11 Desember 2015, Koordinator Provinsi USAID PRIORITAS Jawa Tengah menjadi narasumber dalam kegiatan penjaminan mutu pendidikan di LPMP Provinsi Jawa Tengah. Peserta berasal dari unsur kepala UPTD Pendidikan Dasar setiap kecamatan dari 35 kabupaten di Jawa Tengah dengan total peserta 350 orang. Materi yang dipaparkan adalah penataan dan pemerataan guru di pendidikan dasar yang telah difasilitasi oleh USAID PRIORITAS di 8 kabupaten mitra. b. Pada tanggal 19-20 Oktober dan 24-25 Nopember diadakan penghitungan BOSDA Kabupaten Sragen yang didampingi oleh Koordinator Provinsi dan Whole School Developmen Spesialist. Penghitungan dilakukan untuk semua jenjang dari TK, SD, SMP, SMA, dan SMK dengan total dana pendampingan BOS dari APBD Kabupaten Sragen sekitar Rp. 100 miliar pada tahun anggaran 2016. Dengan pendampingan BOSDA ini diharapkan pendidikan di Kabupaten Sragen bukan hanya gratis, tatapi juga berkualitas.


Tingkat sekolah: pelatihan dan pendampingan pembelajaran dan manejemen modul III SD-MI

•

Tingkat kabupaten: pertemuan kaji ulang tingkat kabupaten untuk program PPG dan PKB; seleksi fasilitator daerah tambahan program buku bacaan berjenjang, lokakarya Program Buku Bacaan Berjenjang, pelatihan bagi pelatih fasiitator daerah tambahan program buku bacaan berjenjang

•

Tingkat provinsi: Lokakarya perencanaan strategis PKB;

•

Tingkat LPTK: pelatihan modul III untuk dosen LPTK dan sekolah lab/mitra LPTK

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Galeri Foto

Kegiatan konsultasi publik program PKB di Kabupaten Banjarnegara (23/10).

Direktur USAID PRIORITAS, Bupati Banjarngara dan koordinator Jateng menandatangani dukungan pencanangan gerakan membaca anak bertempat di SMPN 2 Banjarnegara (18/11).

Bu Indri Fikiana dari SDN Babakan sedang mendampingi siswa melakukan percobaan tentang konduktor dan isolator pada kelas 6 di SDN 2 Grecol.

Bupati Demak, Moh. Dachirin Said menandatangai nota perpanjangan kerjasama dan simbolis Perbub PKB dalam forum pengembangan keprofesian berkelanjutan di Aula Bupati Demak (23/11).

Tri Gunawan Setiadi-Kepala Dindik Purbalingga (tengah) bersama Kadindik dan KaKemenag14 kabupaten mitra ikut mendukung gerakan membaca anak dalam acara Lokakarya Buku bacaan berjenjang di Hotel Novotel Yogyakarta (1/12).

Direktur Pembelajaran dan Kemahasiswaan Kemristek Dikti Dr. Ir. Paristiyanti Nurwardani, MP memberikan arahan apresiasi pada Lokakarya Instruktur PPG di LPTK di Hotel Star Semarang (18/12).


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Provinsi: Jawa Timur Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal 15 Oktober 2015

Dengan siapa Forum Mitra Pembangunan Jatim: UNICEF, SIF, USAID PRIORITAS, PUM Netherland, PRISMA, ILO, IUWASH, EMAS, SNV, Bappeda, Biro kerjasama

Hasil koordinasi • •

Persyaratan untuk pelaksanaan program di kabupaten (ada studi kelayakan sangat sulit dilakukan untuk program hibah) Keanggotaan Forum ditambahkan dengan CSO dalam negeri

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal

Dengan siapa

20 Oktober 2015 22 Oktober 2015

Bappeda Kota Blitar

27 Nopember 2015

Bappeda Kab Mojokerto

Bappeda Kota Blitar

Hasil koordinasi Undangan Bappeda Kota Blitar dengan tema Sekolah Ramah Anak Rencana diseminasi Kota Blitar Undangan Hearing DPRD komisi pendidikan Kota Blitar terkait sekolah inklusi. Mendorong kebijakan Dinas Pendidikan Kota Blitar untuk membuat SK sekolah inklusi untuk Kota Blitar dan bersinergi dengan sekolah-sekolah Kabupaten Blitar yang berada dalam wilayah perbatasan. • Lokakarya berbagi pengalaman praktik yang baik dalam pembelajaran dan manajemen sekolah mitra. Lokakarya dihadiri oleh 52 orang. • 4 lembaga sekolah mitra sebagai nara sumber yakni: SDN Mojokarang, SDN Segunung, SMPN 1 Kemlagi, SMPN 1 Gedeg. Presentasi praktik yang baik sekolah mitra • Peserta dari sekolah non-mitra tertarik dengan praktik baik yang diterapkan SDN Mojokarang dan SMPN 1 Kemlagi. Ketua MKKS berencana mengadakan pelatihan diseminasi untuk SMP anggota MKKS.

KOHOR 1, 2 dan 3 ToT Pembelajaran SD/MI Modul 2 Kohor 3 diikuti oleh 72 fasilitator pembelajaran SD/MI dari kohor 3 meliputi : Kab Jombang, Kab Banyuwangi, Kab Lamongan, dan Kota Batu. Kegiatan ini dilaksanakan di Malang pada tanggal 24-27 Nopember 2015. ToT Pembelajaran SMP/MTs Modul 2 Kohor 3 diikuti oleh 68 fasilitator pembelajaran SMP/MTs dari Kohor 3. Kegiatan ini dilaksanakan di Malang pada tanggal 28 Nopember – 1 Desember 2015.

PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Pelatihan tingkat sekolah dilaksanakan di 5 kabupaten sebagai berikut: 1. 2. 3. 4. 5. 6. 7. 8.

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CTL Modul 3 Kohor 1 Kabupaten Blitar : 30 September- 3 Oktober, 139 orang (L:60, P:79) CTL Modul 3 Kohor 1 Gel. 1 Kab Madiun: 26 – 28 Oktober, 52 orang (L:23, P:29) CTL Modul 3 Kohor 1 Gel. I1 Kab Madiun: 3 – 5 Nopember, 54 orang (L:25, P:29) MBS SMP Modul 3 Kohor 1 Pamekasan: 21 – 22 Oktober, 54 orang (L:49, P:5) MBS SMP Modul 3 Kohor 1 Madiun: 4 - 5 Nopember, 49 orang (L:39, P:10) MBS SMP Modul 3 Kohor 1 Blitar: 3 - 4 Nopember, 52 orang (L:36, P:16) MBS SMP Modul 3 Kohor 1 Situbondo: 22 – 23 Desember, 54 orang (L:38, P:16) MBS SMP Modul 3 Kohor 1 Mojokerto: 21-22 Desember, 42 orang (L:31, P:11)


PENDAMPINGAN SEKOLAH Lumajang: Pendampingan dilakukan terhadap 16 kepala sekolah dan 35 guru di 16 sekolah mitra SD/MI tahap pertama dengan mekanisme pendekatan Lesson Study.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) KEGIATAN SEKOLAH PRAKTIK YANG BAIK KOHOR 1 DAN 2 Study Banding dari sekolah praktik yang baik Sulawesi Selatan dilakukan pada tanggal 10 Nopember ke SDN 3 Besuki, MI Darul Hikmah Al Fatimiyah, SMPN 2 dan 3 Besuki, kabupaten Situbondo dan pada tanggal 11 Nopember 2015 ke MI Nurul Huda Bagu Jogotrunan, SMPN 04 Lumajang, SDN Kutorenon 01 dan MTs Al Fauzan, Lumajang. Sekolah praktik yang baik kohor 2 Kabupaten Lumajang dan Ngawi (masing-masing 18 orang) melakukan studi banding pada tanggal 25-28 Nopember 2015 ke Banjarnegara dan Wonosobo, Jawa Tengah,. Rincian peserta sebagai berikut:

LOKAKARYA PERENCANAAN STRATEGI BISNIS LPTK (TTI Strategic Business Planning Lokakarya) Kegiatan ini dilaksanakan di Hotel Premiere Gubeng Surabaya pada tanggal 22-23 Desember 2015. Lokakarya ini diikuti oleh 18 peserta termasuk rektor, pembantu rektor, ketua jurusan dan dekan dari LPTK mitra dan LPTK konsersia.

PERTEMUAN PENGKAJIAN ULANG SEKOLAH PRAKTIK YANG BAIK (GPS) Pengkajian ulang sekolah praktik yang baik (GPS) dilakukan di kabupaten Situbondo, Pamekasan dan Madiun. Kegiatan ini dihadiri oleh kepala sekolah, komite sekolah dan guru dari sekolah terkait.

TATA KELOLA DAN MANAJEMEN PENATAAN DAN PEMERATAAN GURU KOHOR 1, 2 dan 3 Pendampingan PPG Kohor 3 Tanggal

Dengan siapa

1-2 Oktober 2015

Dispendik Lamongan

2 Oktober 2015

Dispendik Ngawi

11-13 Nopember 2015

Dispendik Banyuwangi

Hasil Pendampingan •

Peninjauan Perda No. 30 Tahun 2007 tentang Sistem Pendidikan di Kab Lamongan • Penyusunan outline Perbup PPG dan satuan pendidikan • Pembentukan konsideran PPG dan satuan pendidikan • Penyiapan paparan untuk konsultasi publik Kaji ulang Implementasi Kebijakan PPG Kabupaten Ngawi menghasilkan: • SK Bupati untuk alih fungsi jabatan, distribusi ulang guru dan penggabungan sekolah. • 3 kebijakan yang akan diimplemtasikan, yaitu : distribusi ulang guru, penggabungan sekolah yang satu halaman dan implementasi pembelajaran kelas rangkap. • yang sudah diimplementasikan adalah distribusi ualng guru dan penggabungan sekolah yang satu halaman. • Untuk pembelajaran kelas rangkap, Dinas Pendidikan perlu fasilitasi dari USAID PRIORITAS untuk mempersiapkan SDM • Penyiapan paparan untuk konsultasi publik • Penyusunan outline draf Perbup PPG dan satuan pendidikan • Peninjauan Perda No. 30 Tahun 2007 tentang Sistem Pendidikan di Kabuapten Banyuwangi


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PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) Pendampingan PKB Kohor 1, 2 dan 3 Tanggal 11-12 Oktober 2015

Dengan siapa

Hasil Pendampingan •

Dispendik Lamongan

• •

25-26 Nopember 2015

• • •

Dispendik Kota Batu

• 29-30 Nopember 2015

• • •

Dispendik Kab Lumajang

• 9-10 Desember 2015

•

Dispendik Kab Banyuwangi

• • • • 11 Desember 2015

•

Dispendik Kab Situbondo

• • • • •

Terdapat 28 kecamatan, 752 SDN dan 16 SDS terdiri dari 2533 guru PNS, 82 guru honor dan 1782 GTY Dalam 28 kecamatan terdapat 55 SMPN dan 49 SMPS. Analisa keuangan potensi anggaran diperoleh gambaran PAD 9%, perimbangan 73% dan lain-lain pendapatan yang sah 18%. Dana perimbangan terdiri dari DAU 42%, DAK1% dan dana bagi hasil bukan pajak 57% Dukungan potensi anggaran terbanyak dari BOSNAS dan TPP Unit biaya untuk pelatihan di tingkat kab per orang Rp 419 ribu Jenjang SD jumlah guru (PNS dan GTT) SD akan dilatih sebanyak 1160 orang dan 225 kepala sekolah Jenjang SMP jumlah guru 300 guru dan 23 kepala sekolah total anggaran 250 juta Jumlah total kebutuhan biaya sebanyak Rp 581 juta Unit biaya untuk pelatihan di tingkat kab per orang Rp 419 ribu Jenjang SD jumlah guru (PNS dan GTT) SD akan dilatih sebanyak 1160 orang dan 225 kepala sekolah Jenjang SMP jumlah guru 300 guru dan 23 kepala sekolah total anggaran Rp 250 juta Unit biaya untuk pelatihan di tingkat kab per orang Rp 1,139 ribu, sedangkan tingkat gugus Rp 223 ribu Jenjang SD jumlah guru (PNS dan GTT) SD akan dilatih sebanyak 3952 orang dan 774 kepala sekolah Jenjang SMP jumlah guru 748 guru dan 73 kepala sekolah Total kebutuhan dana untuk TOT MBS dan PAKEM jenjang SD sebanyak Rp 410 juta dan pelatihan gugus Rp 20 juta dari APBD 2016 (rencana) Total kebutuhan dana untuk TOT MBS dan CTL jenjang SMP sebanyak Rp 410 juta dan pelatihan gugus Rp 27 juta dari APBD 2016 (rencana) Unit biaya pelatihan di tingkat kab per orang Rp 740-820 ribu, sedangkan tingkat wilayah kerja Rp 690 ribu, Jenjang SD Jumlah Guru (PNS dan GTT) SD akan dilatih sebanyak 2499 orang dan 425 kepala sekolah Jenjang SMP jumlah guru 993 guru dan 53 kepala sekolah Total kebutuhan dana untuk TOT MBS dan PAKEM jenjang SD sebanyak Rp 58,5 juta dan pelatihan wilayah kerja Rp 401 juta dari APBD 2016 (rencana) Total kebutuhan dana untuk TOT MBS dan CTL jenjang SMP sebanyak Rp 222 juta dari APBD 2016 (rencana) Dukungan potensi anggaran terbanyak dari BOSNAS dan TPP

Lokakarya PKB Cluster 1 dan 2 Lokakarya Analisis Pendanaan dan Strategi Perencanaan PKB cluster 1 dan 2 dilaksanakan di Malang dengan detil sebagai berikut:

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Dengan siapa

Hasil Pendampingan

4-7 Oktober 2015

Tanggal

Kota Batu, Kab. Blitar, Kab. Situbondo, Kota Mojokerto, Kab. Jombang, Kab. Pasuruan dan Kab. Sidoarjo, peserta 33 orang

21-24 Oktober 2015

Ngawi, Madiun, Lamongan, Bojonegoro, Sampang, Bangkalan, Pamekasan, Banyuwangi, Tuban, Lumajang, peserta 49 orang

Setiap kabupaten/kota telah menghitung: • harga satuan untuk pelatihan tingkat kebupaten • menghitung ketersediaan anggaran di tingkat kabupaten/kota • jumlah guru per gugus dan rayon • membedah perencaan lima tahunan atau tahunan untuk menempatkan program peningkatan kompetensi pendidik • UM telah menyampaikan layanan yang akan diberikan. • UM telah menyampaikan layanan yang akan diberikan dan banyak pertanyaan yang muncul dari kab/kota yang akan melaksanakan PKB, misalnya: berapa biaya mengundang dosen, bagaimana prosedurnya, apakah universitas bisa mengeluarkan sertifikat dsb? • Hasil lainnya sama dengan kegiatan PKB cluster 1

Audiensi & Konsultasi Publik di Kabupaten Banyuwangi dilaksanakan pada tanggal 13-15 Desember 2015 di SMPN 1 Glagah (konsultasi publik). Kegiatan diikuti oleh 21 peserta dari unsur Dispendik, Bappeda, BKD, PGRI dan media. Kegitan di Kabupaten Lamongan dilaksanakan pada tanggal 21 Desember 2015. Kegiatan diikuti oleh 29 peserta dari unsur Dispendik, Bappeda, BKD, PGRI dan media.

PROGRAM BUKU Kegiatan program buku dilaksanakan di semua kabupaten kohor 1, 2 dan 3 dengan berbagai pemangku kepentingan terkait dari tanggal 23 Nopember hingga 21 Desember 2015. Pada masingmasing kegiatan tersebut, agendanya adalah sosialisasi program buku, jumlah sekolah yang akan menerima paket buku dan pelatihan, konsep berbagi pembiayaan untuk pelatihaan, jumlah fasilitator yang dibutuhkan dan proses serta jadwal pemilihan fasilitator.

DISEMINASI PROGRAM PRAKTIK YANG BAIK Selama triwulan keempat 2015 telah dilaksanakan 80 kegiatan diseminasi bagi 6.573 peserta di 16 kabupaten/kota, dengan dana sharing dari kabupaten/sekolah sebesar Rp. 3,3 Milyar. Rincian kegiatan dapat dibaca pada tabel berikut:


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Kabupaten/Kota Bangkalan Banyuwangi Blitar Bojonegoro Jombang Kota Batu Lamongan Lumajang Madiun Mojokerto Nganjuk Pamekasan Pasuruan Sampang Sidoarjo Tuban Grand Total

Jml Kegiatan Dana Sharing Kab (APBD, Peserta Peserta Diseminasi BOS, KKG, Mandiri) L P 5 250,000,000 235 197 2 11,975,000 58 161 5 64,755,000 381 457 6 545,341,000 288 206 9 371,000,000 229 333 2 70,000,000 46 44 5 80,200,000 228 178 6 400,000,000 354 196 8 243,850,000 152 317 1 32,000,000 22 27 4 61,295,000 152 206 5 286,000,000 436 76 8 133,600,000 203 275 3 260,000,000 184 59 6 106,850,000 166 237 5 428,500,000 221 249 80 3,345,366,000 3,355 3,218

Total Peserta 432 219 838 494 562 90 406 550 469 49 358 512 478 243 403 470 6,573

MONITORING DAN EVALUASI EGRA. Sosialisasi EGRA dilaksanakan pada tanggal 26-27 Okotber 2015 untuk kabupaten Lumajang dan tanggal 28-29 Oktober 2015 untuk kabupaten Ngawi. Pelatihan penyegaran tingkat propinsi dilaksanakan pada tanggal 2-3 Nopember 2015 bertempat di Lumajang bagi asesor. Pelaksanaan kegiatan EGRA di kabupaten Lumajang dilaksanakan tanggal 4-7 Nopember 2015 dan untuk Kabupaten Ngawi 9-12 Nopember 2015. Jumlah siswa yang diases adalah 349 orang. MONITORING DAN EVALUASI KOHOR 1,2 DAN 3. Pelatihan bagi 50 enumerator kohor 1 dilakukan pada tanggal 10-12 Nopember 2015 di Hotel Ijen Suite Malang dan bagi 64 enumerator kohor 2 dan 3 pada tanggal 11-13 Oktober 2015 di Hotel Harris Surabaya. Berikut rincian jumlah sekolah dan tanggal pengambilan data. Cohort 1 (34 sekolah mitra) Blitar: 16-17 Nopember Madiun: 27-28 Nopember Mojokerto: 16,17,28,30 Nopember Pamekasan: 23-24 Nopember, 2-3 Desember Situbondo: 2-3 Desember

Cohor 2 (13 sekolah mitra + 14 sekolah pembanding) Lumajang: 26-29 Oktober Ngawi: 2-5 Nopember

Cohort 3 (28 sekolah mitra) Kota Batu: 26-27 Oktober Lamongan: 26-27 Oktober Jombang: 28-29 Oktober Banyuwangi: 26-27 Oktober

KEGIATAN LAIN Kunjungan Tim USAID ke Sidoarjo (SDN Sedatigede 2 dan MTs Nurul Huda), Kota Batu (SDN Sumbergondo 1, SDN Sumbergondo 2 dan SMPN 6 Batu) dan Kabupaten Blitar (MTsN Jambewangi) pada tanggal 8-9 Oktober 2015 adalah untuk melihat impelementasi program di lapangan, tantangan dan tindak lanjut program. Studi Banding KKKS Kutai Timur Ke SDN Mojokarang dan SDN Claket (SD imbas) Mojokerto dilakukan pada tanggal 19-20 Oktober 2015 oleh 50 orang dalam KKKS se-Kabupaten 102


Kutai Timur. Peserta adalah kepala sekolah berprestasi yang dipilih oleh Dinas Pendidikan Kutai Timur untuk melihat perkembangan pembelajaran dan program budaya membaca. Kunjungan COP Stuart Weston ke Kabupaten Blitar dilakukan pada tanggal 9 Nopember 2015 ke SMPN 3 Srengat, MTsN Jambewangi, SDN Kalipang 3, dan MIS Bacem Blitar. Kunjungan adalah untuk melihat implementasi program di sekolah dampak penerapan budaya baca di sekolah. Kunjungan Tim Balitbang Kemdikbud ke SDN Mojokarang dan Dispendik Kabupaten Mojokerto pada tanggal 20 Nopember 2015 adalah untuk melihat implementasi Permendikbud terkait kebiasaan membaca di awal pelajaran dimulai dan berdiskusi dengan pemangku kepentingan terkait dukungan budaya baca di kabupaten. Kunjungan Tim Literasi Kemdikbud ke Kabupaten Lumajang dilakukan oleh Bapak Satria Darma dan Handoko Widagdo WSD Spesialist Program USAID PRIORITAS Jakarta pada tanggal 14-15 Desember 2015 ke sekolah mitra MTs Al Fauzan, SMPN4, dan SDN Kutorenon 01 dan satu sekolah non-mitra SMPN Tekung. Tujuan kunjungan adalah untuk melihat kegiatan literasi, khususnya pembiasaan membaca, diskusi dengan bupati, kepala dinas pendidikan, kemenag dan kepala perpustakaan daerah dalam hal komitmen bupati dan Kabupaten Lumajang disinergikan dengan program Kemdikbud dalam rangka menyiapkan Contoh Kabupaten Literasi Nasional.


Tingkat sekolah: pelatihan pembelajaran dan MBS Modul 2 kohor 3, modul 3 kohor 1 dan 2

•

Tingkat kabupaten: sossialisasi program buku bacaan berjenjang,

•

Tingkat provinsi: ToT MBS Modul 2 kohor 3, ToT pembelajaran dan MBS Modul 3 kohor 2,

Galeri Foto

Spesialis Pendidikan USAID, Jalu Cahyanto berdialog dengan siswa SDN Sumbergondo 2.

Kunjungan mingguan kelas V ke perpustakaan SDN Mojokarang sebagai bagian pembiasaan budaya baca. Sekolah ini yang dikunjungi oleh Balitbang Kemdikbud untuk melihat kegiatan budaya baca di sekolah tsb.


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Siswa SDN Kalipang 3 antusias membaca buku dari mobil pustaka perpustakaan keliling yang hadir sebulan sekali.

Antrian siswa SMPN 1 Banyuwangi meminjam dan mengembalikan buku di mobil pustaka.

Kegiatan pembelajaran CTL saat dilakukan Monev di SMPN1 Pademawu Pamekasan tgl 24 Nopember 2015.

Tim literasi Kemdikbud usai melakukan audiensi dengan Bupati Lumajang didampingi Dispendik Lumajang, 15 Desember 2015.

Persetujuan verbal sebelum memulai tes EGRA yang dilaksanakan di Lumajang

Pentas baca membacakan cerpen Putu Wijaya saat pelatihan tingkat sekolah untuk SMP/MTs Modul 3 di Kab Blitar

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Provinsi: Sulawesi Selatan RAPAT KOORDINASI, REVIU, PERENCANNA ATAU PERTEMUAN LAIN YANG PENTING Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tempat/Tanggal Bantaeng, 14 Nopember 2015

Dengan siapa DPRD, Dewan Pendidikan, Sekda, Kadis Pendidikan, Ka. Bappeda, Kemenag, Ka. UPTD, Korwas, Perwakilan Kasek mitra, dan Fasda. Jumlah peserta 45 orang (27 laki, 18 perempuan)

Hasil koordinasi •

•

• Pinrang, 3 Desember 2015

Sidrap, 17 Desember 2015

DPRD, Asisten 2, Kadis & Sekdis, Kabid, Ka UPTD, Korwas, K3S, MKKS, KKG, MGMP, Pengawas, dan Fasda. Jumlah peserta 47 (38 laki, 9 perempuan). (list participant terlampir).

•

Asisten 1 Kab. Sidrap, Kadis Pendidikan, Bappeda, Ka UPTD, Pengawas, Kepala Sekolah. Jumlah peserta 50 (44 laki, 6 perempuan). (List participant terlampir)

•

• •

• •

Mendorong adanya Perbup untuk menguatkan posisi kepala sekolah dalam pengalokasian anggaran sekolah untuk peningkatan kompetensi guru Kapasitas APBD terbatas, maka perlu digali berbagai alternative pendanaan, termasuk peluang pembiayaan pelatihan guru dengan pembiayaan oleh komite Mengoptimalkan peran pengawas untuk melakukan Monev dampak dan manfaat hasil pelatihan. Rekomendasi pelaksanaan Monev untuk melihat dampak Diseminasi Penguatan koordinasi antara Pengawas dan UPTD dalam pelaksanaan berbagai kegiatan tingkat sekolah, Gugus dan Rayon Mengoptimalkan fungsi KKG, MGMP dan MKPS untuk mendukung pelaksanaan PKB (Pengembangan Koprofesian Berkelanjutan). Pembentukan Tim Kelompok Kerja (Pokja) Budaya Baca mulai dari tingkat sekolah, UPTD, dan tingkat kabupaten Perumusan draf Peraturan Bupati (Perbub) sebagai payung hukum Budaya Baca Untuk mempercepat implementasi Budaya Baca di tingkat sekolah, Kadis Pendidikan akan mengeluarkan Surat Edaran.

KOHOR 1, 2 dan 3 ToT PROVINSI Kegiatan ToT Modul 3 untuk fasilitator daerah kohor 1, daerah eks DBE (Pinrang, Sidrap, Soppeng), dan fasilitator LPTK mitra (UNM dan UIN) jenjang SD/MI dan SMP/MTs telah dilaksanakan pada periode sebelumnya. Untuk kohor 2 dan 3 daerah eks DBE akan dilaksanakan pada akhir Februari – Maret 2016.

PELATIHAN SEKOLAH (PAKEM, CTL, MBS) Pelatihan tingkat sekolah dalam periode ini fokus pada pelatihan Modul 3 (MBS) jenjang SMP/MTs di daerah kohor 1 yaitu Kabupaten Bantaeng dan Wajo, karena Kabupaten Maros telah melaksanakannya pada periode sebelumnya. Pelatihan MBS di Kabupaten Bantaeng dilaksanakan pada tanggal 4 – 5 Nopember 2015. Jumlah peserta 51 orang (35 laki, 16 perempuan). Kabupaten Wajo dilaksanakan pada tanggal 29 – 30 Desember 2015, jumlah peserta 49 orang (25 laki, 24 perempuan).


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Kabupaten Bantaeng Wajo

LK

PR

Komite sekolah LK PR

13 3

9 13

9 11

Guru

2 5

Kepala Sekolah LK PR 5 5

2 3

Pengawas

Lain

Total

LK

PR

LK

PR

LK

PR

6 5

3 3

2 1

0 0

35 25

16 24

Total 51 49

PENDAMPINGAN SEKOLAH KOHOR 1, 2 dan 3 Pendampingan Modul 2 dilaksanakan di daerah kohor 2. Pendampingan mengadopsi lesson study dengan tahapan utama yaitu Plan - Do – See/refleksi. Kegiatan pendampingan diawali dengan perencanaan di KKG/MGMP, kemudian pendampingan di sekolah, dan terakhir refleksi. Kegiatan lapangan meliputi beberapa hal, diantaranya: pengamatan/pendampingan guru model mengajar; kualitas dan pengelolaan karya siswa; kelengkapan dan kualitas dokumen pembelajaran dan manajemen sekolah. Hingga minggu kedua Desember rata – rata pendampingan telah mencapai 8 – 9 kali (sudah memasuki siklus 2). ). Putaran pertama (4 – 5 kali pendampingan), untuk pembelajaran fokus pada praktik mengajar berdasarkan RPP yang disusun dalam tahapan plan, dan putaran kedua fokus pada pemantapan skenario pembelajaran, penggunaan media, dan penilaain. Untuk MBS fokus pada penguatan fungsi supervisi kepala sekolah dan pengembangan budaya Baca. Jumlah sekolah terdampingi adalah 24 mitra sekolah (16 SD/MI dan 8 SMP/MTs). Semua guru yang telah mengikuti pelatihan modul 2 mengikuti pendampingan. Hasil yang dicapai, sebagian besar (kurang lebih 70%) guru telah mampu menerapkan skenario pembelajaran sesuai perencanaan di KKG/MGMP. Untuk MBS, terlihat dari peningkatan intensitas supervisi oleh kepala sekolah serta adanya sudut – sudut baca sebagai bagian dari pengembangan budaya baca.

LEMBAGA PENDIDIKAN TENAGA KEPENDIDIKAN (LPTK) KEGIATAN SEKOLAH PRAKTIK YANG BAIK KOHOR 1 DAN 2 Ada dua kegiatan utama dalam periode ini, pertama adalah rapat kaji ulang sekolah praktik yang baik di kohor 1 dan 2; kedua adalah studi banding sekolah praktik yang baik (GPS) ke Jawa Timur. Peserta rapat kaji ulang adalah para kepala sekolah, komite sekolah, guru dari sekolah praktik yang baik, fasilitator, dan Dinas Pendidikan dan Kemenag. Kegiatan dimaksud difasilitasi fasilitator LPTK mitra. Kegiatan diawali di Kabupaten Bantaeng pada tanggal 2 – 3 Oktober 2015, peserta termasuk fasilitator 53 orang (18 laki, 35 perempuan). Selanjutnya di Wajo 7 – 8 Oktober, peserta 49 orang (24 laki, 25 perempuan); di Bone pada tanggal 8 – 9 Oktober, peserta 51 orang (19 laki, 32 perempuan); di Maros tanggal 12 – 13 Oktober, peserta 52 orang (17 Laki, 35 perempuan). Hasilnya antara lain: 1) rumusan peran strategis kepala sekolah, guru, dan komite sekolah dalam peningkatan mutu pembelajaran; 2) rumusan strategis penanganan masalah yang dihadapi guru dalam implementasi PAKEM dan CTL; 3) rencana tindak lanjut peningkatan mutu pembelajaran dan manajemen sekolah praktik yang baik. Selanjutnya pada tanggal 9 – 12 Nopember 2015, para kepala sekolah, guru dan komite sekolah dari sekolah praktik yang baik, perwakilan fasilitator, perwakilan Dinas dan Kemenag daerah kohor 2 melaksanakan studi banding ke Jawa Timur. Tim sekolah praktik yang baik tersebut mengunjungi sekolah praktik yang baik di Kabupaten Situbondo dan Lumajang Jawa Timur. Jumlah peserta 64 (40 laki, 24 perempuan). Hasil yang dicapai, antara lain: 1) peserta melihat dan mendapat penjelasan tentang praktik baik dalam pembelajaran dan manajemen sekolah di GPS di Situbondo dan Lumajang; 2) peserta memperoleh penjelasan langsung tentang peran komite dalam mendorong peran serta masayarakat (PSM); 3) adanya RTL untuk implementasi praktik baik yang diperoleh dari Situbondo dan Lumajang.

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RAPAT TINGKAT LPTK (Rapat konsorsium LPTK, rapat perencanaan fasilitator LPTK) Pada tanggal 12 Des 2015 dilaksanakan rapat fasilitator LPTK di ruang Micro Teaching PGSD UNM. Kegiatan tersebut dihadiri para fasilitator LPTK dari UNM dan UIN. Kegiatan ini dimaksudkan untuk melakukan evaluasi implementasi program di LPTK dan sekolah lab dan mitra LPTK. Dalam kegiatan dimaksud juga dibahas rencana kegiatan ke depan, dan pembagian tugas fasilitator. Hasil dari pertemuan ini adalah: 1) berbagi hasil pendampingan, gambaran tentang hambatan tantangan dihadapi guru dalam pembelajaran dan kepala sekolah lab & mitra LPTK; 2) terbangunnya persepsi yang sama tentang pengelolaan pajangan karya siswa, portofolio, dan strategi pendampingan sekolah lab & mitra ke depan; 3) disepakatinya pelaksanaan kegiatan triwulan pertama tahun 2016. Rapat juga menghasilkan beberapa rekomendasi: perlunya pertemuan rutin fasilitator; penyusunan jadwal yang tidak berubah-ubah; pemberian tugas berbasis keahlian dan kinerja, tidak sekedar pemerataan.

PROGRAM PRAKTIKUM LPTK Lokakarya Provinsi: Socialisasi/Pengembangan Kapasitas Instruktur Pendidikan Profesi Guru (PPG) SD dan SMP. Lokakarya ini dilaksanakan pada tanggal 26 – 28 Nopember 2015. Jumlah peserta termasuk fasilitator adalah 50 orang (30 laki, 20 perempuan). Para peserta adalah para dosen yang merupakan instruktur PPG dan juga asesor PLPG dari UNM dan UIN Alauddin Makassar. Menurut Direktur PPG UNM yang mewakili Rektor membuka dan menutup lakakarya, kegiatan ini sangat penting dan wajib diikuti seluruh instruktur PPG dan asesor PLPG. Hasilnya: peserta memperoleh pencerahan dalam beberapa hal, antara lain: permodelan pembelajaran; pengelolaan portofolio; penilaian autentik; pembuatan rubrik; dan strategi merumuskan pertanyaan produktif, imajinatif, dan terbuka (PIT). Direktur PPG UNM merencanakan untuk melakukan diseminasi kegiatan dimaksud pada bulan Februari – Maret 2016.

LOKAKARYA PERENCANAAN STRATEGI BISNIS LPTK (TTI Strategic Business Planning Lokakarya) Kegiatan ini dilaksanakan pada tanggal 16 – 17 oktober 2015 dan dibuka oleh Rektor UNM Prof. Dr.H. Arismunandar. Juga hadir Mark Heyward dan Lyne Hill sebagai perwakilan USAID PRIORITAS Jakarta. Disamping itu hadir Kepala Kanwil Kemenag Provinsi Sulawesi dan pejabat dari Dinas Pendidikan Kabupaten Bone dan Pinrang, serta dari Kemenag Bantaeng dan Tana Toraja. Turut serta beberapa pejabat dari LPTK anggota konsorsia UNM dan UIN. Jumlah peserta termasuk fasilitator sebanyak 22 orang (17 laki-laki, 5 perempuan). Hasil penting dari kegiatan ini, antara lain: adanya kesepakatan rencana kerjasama antara LPTK (sebagai service provider) dengan Dinas Pendidikan dan Kemenag kabupaten sebagai pengguna jasa. Adanya kesepakatan penandatanganan rencana kerjasama antara LPTK dengan pihak Dinas dan Kemenag yang akan dirangkaikan dengan kegiatan Provincial Strategic Planning (PKB); adanya kesepakatan berbagi pengalaman dalam pengembangan unit bisnisnya masing-masing antara LPTK mitra dan anggota konsorsianya.

PENDAMPINGAN PAKEM/CTL/MBS SEKOLAH LAB AND SEKOLAH MITRA LPTK Pada tanggal 22 Desember 2015 diadakan rapat kerja dengan sekolah lab dan mitra LPTK. Kegiatan ini difasilitasi oleh fasilitator LPTK UNM dan UIN Alauddin. Jumlah peserta termasuk fasilitator 52 orang (19 laki, 33 perempuan). Unsur yang terlibat adalah kepala sekolah, guru dan komite sekolah. Kegiatan ini dimaksudkan untuk melakukan kaji ulang perkembangan implementasi program di tiap sekolah; mendalami berbagai hambatan yang dihadapi guru dan kepala sekolah, serta partisipasi komite sekolah. Hasilnya adanya pendalaman beberapa aspek terkait pembelajaran; rencana kerja empat bulan ke depan; dan berbaginya praktik baik antar sekolah lab dan mitra TTI.


107

DISEMINASI PADA TINGKAT LTPK Program USAID PRIORITAS mendapat tanggapan yang sangat baik di LPTK anggota konsorsia. Pada periode sebelumnya diseminasi dilakukan oleh Universitas Muhammadiyah, dalam periode ini diseminasi dilakukan oleh Universitas Cokroaminoto Palopo (UNCP) dan IAIN Palopo. Diseminasi di UNCP dilaksanakan pada tanggal 2 – 5 Desember 2015, jumlah peserta termasuk fasilitator 73 orang (35 laki, 38 perempuan). Unsur yang terlibat adalah dosen dan guru dari sekolah mitra UNCP. Diseminasi di IAIN Palopo adalah merupakan ToT untuk calon fasilitator yang nantinya akan memfasilitasi pelatihan bagi dosen UIN, guru, kepala sekolah, pengawas dan komite sekolah di wilayah Palopo dan sekitarnya. Jumlah peserta termasuk fasilitator 41 orang (21 laki, 20 perempuan). Tidak semua peserta ToT lulus atau memenuhi syarat menjadi fasilitator, terkait hal tersebut maka ada 4 macam klasifikasi sertifikat: sertifikat lulus menjadi calon fasilitator; lulus menjadi calon fasilitator namun dengan syarat; tidak memenuhi sayarat menjadi fasilitator; dan hanya diberikan sertifikat sebagai ucapan terima kasih telah mengikuti ToT. Jumlah dana dari USAID dan dana LPTK, masih sedang dihitung. UNM dan UIN Alauddin akan melaksanakan diseminasi tahun depan.

TATA KELOLA DAN MANAJEMEN PENATAAN DAN PEMERATAAN GURU KOHOR 1, 2 dan 3 Untuk menindaklanjuti rekomendasi kebijakan yang telah disepakati pada Konsultasi Publik Penataan dan Pemerataan Kabupaten Wajo, maka Bappeda Kabuapten Wajo menggunakan anggarannya menginisiasi pertemuan pemangku kepentingan pendidikan untuk mendiskusikan kembali tindak lanjut PPG. Kegiatan dilaksanakan pada tanggal 19 Nopember 2015, dihadiri dan dibuka oleh Sekretaris Kabupaten Wajo. Juga hadir Kepala Bappeda, Ketua Dewan Pendidikan, Kabid Dikdas Dinas Pendidikan, beberapa pejabat lainnya di jajaran Dinas Pendidikan. Juga hadir para kepala UPTD, Korwas, Ketua MKKS, K3S, dan beberapa kepala sekolah. Jumlah peserta 62 orang (46 laki-laki, 16 perempuan). Kegiatan ini dimaksudkan untuk mendiskusikan kembali strategi implementasi kebijakan yang telah direkomendasikan dari konsultasi publik. Beberapa butir kesepakatan: 1) mengadvokasi adanya Perbup untuk penataan dan distribusi guru; 2) setiap UPTD mengidentifikasi dan mengajukan sekolah yang memenuhi syarat untuk penggabungan; dan 3) pemerataan guru secara bertahap. Kabupaten Wajo

LPTK LK

PR

0

0

Dinas Pend. LK PR 37

10

Kantor MenAg LK PR 0

0

BKD LK

PR

1

0

Bappeda dll LK PR 8

6

Total LK

PR

46

16

Total 62

PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) Pelaksanaan program PKB telah memasuki tahapan Lokakarya 2 (analisis and perencaan). Lokakarya 2 dibagi dua klaster, klaster 1 terdiri dari 6 daerah dan klaster 2 meliputi 7 daerah. Lokakarya klaster 1 dilaksanakan pada tanggal 20 – 22 Oktober 2015 dan lokakarya klaster 2 dilaksanakan pada tanggal 2 – 4 Desember 2015. Jumlah peserta klaster 1 sebanyak 40 orang (29 laki-laki, 11 perempuan), dan jumlah peserta klaster 2 sebanyak 37 orang (27 laki-laki, 10 prempuan). Hasil penting dari lokakarya 2 adalah terpetakannya jumlah guru yang membutuhkan pelatihan, biaya yang diperlukan dan potensi pendanaan yang dimiliki oleh tiap daerah. Selanjutnya akan dilakukan pendampingan agar hal–hal yang belum tuntas pada lokakarya 2 segera terselesaikan agar Perencanaan Strategis tingkat Kabupaten dapat dilaksanakan. Berikut rincian peserta:g

108


LPTK (Fasilitator) LK PR

Kabupaten Bantaeng Bone Maros Parepare Pinrang Tana Toraja Enrekang Makassar Pangkep Sidrap Soppeng Takalar Wajo Provinsi (1+2)

6

1

Dinas Pend. LK PR 2 4 3 3 3 0 2 1 3 2 3 3 3 0

Kantor MenAg LK PR

0 0 1 1 1 4 2 2 0 2 0 1 1 0

1 0 0 0 0 1 1 1 1 1 1 0 0 2

BKD LK

0 0 0 0 0 0 0 0 0 0 0 1 0 0

0 0 1 1 1 0 0 0 0 0 0 0 0 0

PR 1 0 0 0 0 0 0 0 0 0 0 0 0 0

Bappeda dll LK PR 0 0 0 0 0 1 0 0 0 0 0 0 1 1

1 0 0 0 0 0 0 0 0 0 0 0 0 0

Total LK 3 4 4 4 4 2 3 2 4 3 4 4 4 9

Total

PR 2 0 1 1 1 4 2 2 0 2 0 1 1 1

5 4 5 5 5 6 5 4 4 5 4 5 5 10

DISEMINASI PROGRAM PRAKTIK YANG BAIK Ada beberapa daerah yang melakukan diseminasi dalam periode ini. Selain diseminasi modul pembelajaran dan MBS, juga ada diseminasi khusus unit Penilaian Kinerja (PK) guru yang diambil dari Modul 3. Diseminasi khusus ini berdasarkan permintaan dari beberapa daerah mitra maupun daerah eks DBE. Ada variasi model diseminasi modul pembelajaran jenjang SMP/MTs, ada berbasis MGMP dan umumnya gabungan lima mata pelajaran. Daerah yang tidak melakukan diseminasi terhambat padatnya kegiatan, khususnya adanya pelatihan kurikulum 2013 dan persiapan ujian semester sekolah. Data peserta kegiatan diseminasi diuraikan pada tabel berikut.

Data Diseminasi Periode Oktober - Desember 2015 No

Daerah

Jumlah Kegiatan

Jumlah Peserta

Jumlah Dana (rp)

Jumlah Sekolah

USAID

APBD/BOS, Lainnya

1

Bantaeng

1

277

209

3,853,750

2

Bone

2

135

29

15,620,000

13,500,000 33,750,000

3

Enrekang

1

38

10

10,080,000

19,000,000

4

Makassar

6

422

47

68,400,000

270,800,000

5

Maros

8

355

152

31,980,000

36,122,000

6

Parepare

2

77

12

25,495,000

61,856,653

7

Pinrang

2

122

33

14,500,000

30,900,000

8

Pangkep

5

258

100

50,670,000

48,100,000

9

Sidrap

7

701

159

64,600,000

98,850,000

10

Soppeng

1

65

19

6,720,000

16,500,000

11

Takalar

2

91

61

12

Tana Toraja

1

41

1

16,111,000 10,800,000

20,300,000 22,000,000

13

Wajo

4

310

311

60,353,750

101,800,000

Jumlah Total

42

2892

1143

379,183,500

773,478,653


109

PROGRAM BUKU Capaian program Buku Bacaan Berjenjang (B3) di Sulawesi Selatan meliputi: (1) Pemilihan gugus dan sekolah calon penerima manfaat program B3. Telah dilaksanakan verifikasi data gugus, memilih gugus dan sekolah calon penerima buku bersama dengan Dinas Pendidikan dan Kemenag di sepuluh kabupaten/kota. (2) Rekrutmen fasilitator tambahan kelas awal. Tim seleksi yang terdiri dari Diknas dan Kemenag, serta perwakilan PRIORITAS di beberapa kabupaten/kota telah memilih fasilitator kelas awal; (3) Koordinasi dan konsultasi dengan pemerintah daerah dan sektor terkait. Hasilnya adalah sebagai berikut: menyepakati syarat utama sekolah yang akan menerima donasi buku, yakni: sekolah calon penerima buku B3 berkomitmen melaksanakan diseminasi pelatihan penggunaan buku B3 serta melaksanakan diseminasi pelatihan pembelajaran PAKEM modul 1 dan 2 sebelum atau setelah menerima buku B3. Beberapa kabupaten: Wajo dan Parepare tengah melaksanakan syarat yang kedua yakni pelatihan pembelajaran PAKEM Modul 1 dan 2 bagi sekolah-sekolah calon penerima buku B3. Pada bulan Januari 2016 akan dilaksanakan Lokakarya Perencanaan Kabupaten di beberapa daerah.

MONITORING DAN EVALUASI Kegiatan monitoring dan evaluasi di tujuh daerah mitra dan EGRA di daerah kohor 2 telah dilaksanakan. Pelatihan penyegaran enumerator dilaksanakan di Makassar pada tanggal 7 – 8 Oktober 2015, sementara pelatihan penyegaran tim asesor EGRA dilaksanakan di Parepare pada tanggal 2 – 3 Nopember 2015. Pengumpulan data untuk monitoring dan evaluasi diawali di Kabupaten Takalar pada tanggal 15 – 17 Oktober 2015, berakhir di Parepare tanggal 1 – 3 Desember 2015. Pengumpulan data EGRA diawali di Parepare pada tanggal 4 – 6 Nopember 2015, dan berakhir di Kabupaten Tana Toraja pada tanggal 26 – 28 Nopember 2015. Kegiatan Monitoring dan evaluasi berlangsung dari pertengahan Oktober hingga awal Desember 2015, sementara EGRA berlangsung hanya sebulan yaitu bulan Nopember 2015.

KEGIATAN LAIN Pada tanggal 7 Oktober Direktur Misi USAID Indonesia Andrew Sission mengunjungi SDN Gunung Sari 1 Makassar (mitra UNM) dan SDN 39 Kassi Maros. Dalam kunjungan tersebut beliau didampingi oleh beberapa staf USAID Indonesia. Di SDN Gunung Sari 1 beliau menyempatkan mengajar di kelas VI dan berinteraksi dengan beberapa siswa. Di SDN 39 Kassi beliau berdiskusi dengan Sekretaris Daerah dan Kepala Dinas Pendidikan Kab Maros tentang perkembangan dan capaian program di Maros. Dari kunjungan ini Direktur Misi USAID memperoleh gambaran langsung implementasi program di tingkat sekolah dan kabupaten.


Tingkat sekolah: pelatihan dan pendampingan pembelajaran dan MBS kohor 1 Modul 3

•

Tingkat kabupaten: PKB, pemilihan fasilitator program buku, lokakarya perencanaan dan pelatihan program buku

•

Tingkat provinsi: lokakarya PKB

•

Tingkat LPTK: pelatihan dan pendampingan sekolah lab/mitra, rapat kaji ulang dengan GPS,

110


Galeri Foto

Muhammad Haris, Kabid Dikdas Kabupaten Bantaeng membuka kegiatan didampingi Nensilianti TTI DS USAID PRIORITAS, Oktober 2015.

Andrew Sission sedang berbincang dengan Sekda Maros Baharuddin dan Kepala Dinas Pendidikan Ashar Paduppa, Oktober 2015.

Jamaruddin, Provincial Coordinator USAID PRIORITAS memberikan Sambutan didampingi Mahargianto, Governance and Management Specialist Jakarta, dan Bernard, Dosen UNM Makassar, Oktober 2015.

Peserta Konsultasi Publik mendengarkan pengarahan Sekda Wajo Firdaus Perkesi yang sangat mendukung kegiatan, Nopember 2015.

Tim USAID PRIORITAS yang terdiri dari Program Assistant, District Coordinator, Technical Coordinator dan Provincial Coordinator membahas program Buku Berjenjang, Desember 2015.

Fadiah Mahmud memfasilitasi Pelatihan Penilaian Kinerja Guru di Bantaeng selama dua hari yang dihadiri secara total 300 peserta terdiri dari kepala sekolah, pengawas, dan guru senior, Desember 2015.


111

ANNEX 2: LIST OF NEW STAFF Name Djunaedi S. Ika Wijayanti Hamsah Elia Nurhayati Handrino J. Marlina S. Ayi Nurmalaila Muslem Daud Imelda Jostein Lukas Sanoy Ronald Reyden Asni Abbas Dienurichwan Kholilah Ari Purnomo Arif Widjanarko Purnomo Y. Widi Wahyudi Arvian A. S. Yuyun Qomari Totok Widodo Sherly Ade K. Nanang K.A. Arief H. Adam B. Taufik D.K. Hamidah Cahyana Cahyo B.S. Ova Huzaefa Arief W.S. Siti A. Namirah Abdillah M.I. Vanji Prasetyo Irma Nurhayati Mustawa M. Idris Chairul Musca Imran M. Ali Said Ridha Sulaiman Haedar Ahmad Munawir M. Agus Abdul Syukur Nabawi Madjid Slamet H. Nur Arif Jaya Nur Arif Jaya Susilawaty Sofyan Adly Tabita Silitonga Sesuaikan Nehe

112

Position Technical Coordintor Admin Assistant Technical Coordinator Admin Assistant IT Specialist Technical Coordinator Technical Coordinator Technical Coordinator Junior Accountant Office Assistant Office Assistant Admin Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Admin Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Logistic Officer Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant Program Assistant

Organization RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI

Location Central Java Central Java South Sulawesi Banten North Sumatra East Java Banten Aceh South Sulawesi Papua Papua South Sulawesi Central Java Central Java Central Java Central Java Central Java Central Java Central Java East Java East Java East Java East Java East Java East Java East Java Aceh West Java West Java West Java West Java West Java West Java Banten Banten Aceh Aceh Aceh Aceh Aceh South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi Central Java East Java North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra

Starting Date October 15, 2015 October 15, 2015 October 15, 2015 October 19, 2015 October 19, 2015 October 19, 2015 October 19, 2015 October 26, 2015 October 26, 2015 November 1, 2015 November 1, 2015 November 2, 2015 November 9, 2015 November 9, 2015 November 9, 2015 November 9, 2015 November 9, 2015 November 9, 2015 November 9, 2015 November 16, 2015 November 16, 2015 November 16, 2015 November 16, 2015 November 16, 2015 November 16, 2015 November 16, 2015 November 16, 2015 November 23, 2015 November 23, 2015 November 23, 2015 November 23, 2015 November 23, 2015 November 23, 2015 November 23, 2015 November 23, 2015 November 23, 2015 November 23, 2015 November 23, 2015 November 23, 2015 November 23, 2015 November 25, 2015 November 25, 2015 November 25, 2015 November 25, 2015 November 25, 2015 December 1, 2015 December 1, 2015 December 1, 2015 December 1, 2015 December 1, 2015 December 1, 2015 December 1, 2015 December 1, 2015


Name Widaly T. Firdausinazar Marjo S. Lukman N. Maria Ulfa Lukman Nur Hamida R. Sudarman Nita Herita Arief T. Cahyana Nurdin Silalahi Jatmoko

Position Program Assistant Program Assistant Program Assistant Program Assistant Admin Assistant Program Assistant Junior Accountant Program Assistant Administrative Assistant District Coordinator Logistics Officer District Coordinator

Organization RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI RTI

Location North Sumatra North Sumatra North Sumatra Banten North Sumatra Aceh North Sumatra South Sulawesi West Java West Java East Java Aceh


Starting Date December 1, 2015 December 1, 2015 December 1, 2015 December 7, 2015 December 7, 2015 December 14, 2015 December 14, 2015 December 14, 2015 December 14, 2015 December 14, 2015 December 16, 2015 December 21, 2015

113

ANNEX 3: COORDINATION WITH GOI Coordination Meetings with the Ministries during Quarter 15 No. I

Tanggal

Institusi/Staf

Agenda dan Hasil

Kementerian Pendidikan dan Kebudayaan 22 Desember 2015

Bp. Anies Baswedan (Menteri Kemdikbud

Agenda : Melaporkan Program dan Capaian USAID PRIORITAS Hasil : Menteri menyarankan perpanjangan program USAID PRIORITAS dalam rangka peningkatan mutu pendidikan yang berkelanjutan, perluasan program praktik yang baik, dan mengembangan ekosistem pemangku kepentingan dalam pendidikan.

A.

Sekretariat Jenderal

1

5 dan 13 Oktober 2015

Muhammad Nurdin

Agenda : Kepastian Penggunaan Ruangan Acara Unjuk Karya Nasional

(Biro Umum)

Hasil : Acara Unjuk Karya Nasional USAID PRIORITAS menggunakan ruangan Lantai 1, 2 dan Lantai 3

27 Oktober 2015

Didik Suhardi, PhD

Agenda : Permohonan Nara Sumber dan Pembukaan Acara Unjuk Karya Nasional

(Sekretaris Jendral)

Hasil : Kehadiran dan pembukaan acara unjuk karya nasional 28 Oktober 2015.

Yaya Sutarya

Agenda : Diskusi Perjanjian Teknis antara USAID PRIORITAS dan Kemdikbud

(Kepala Sub Bagian Amerika Eropa), Biro Perencanaan dan Kerjasama Luar Negeri

Hasil : Kemdikbud siap untuk melakukan penandatanganan Perjanjian Teknis dan perlu disiapkan dokumen yang harus dipenuhi oleh USAID PRIORITAS.

2

3

114

30 Oktober


No.

Tanggal

Institusi/Staf

B.

Direktorat Jenderal Pendidikan Dasar dan Menengah

1

12 Oktober 2015

Bp. Hamid Muhammad (Dirjend Dikdasmen)

Agenda dan Hasil

Agenda : 1. Perbaikan Kata Pengantar Buku Praktik yang Baik dalam Budaya Baca 2. Kerjasama Kemdikbud dengan PRIORITAS tentang budaya baca Hasil : 1. Kata Pengantar buku ditandatangani 2. Perlunya diidentifikasi kab/kota mitra USAID PRIORITAS yang telah berhasil melaksanakan budaya baca mulai dari tahap Perencanaan (Kebijakan) sampai dengan Implementasi. Agenda : Diskusi “Program Literasi dan Budaya Baca” Hasil : Direktorat SD dan Direktorat SMP akan meminta dukungan USAID PRIORITAS dalam mengembangkan Modul Budaya Baca yang akan dikembangkan oleh Kemdikbud.

2

29 Oktober 2015

Tim Literasi dan Budaya Baca Dirjend Dikdasmen (Direktorat SMP dan Direktorat SD)

3

3 Desember 2015

Bp Dr. Thamrin Kasman, S.E, MSi.

Agenda : Program Pilot Budaya Baca

(Sekretaris Ditjend Dikdasmen) dan Bapak Achmad Rizali

Hasil : 1.

(Staff Khusus Kemdikbud) 4

8 Desember 2015

Kemdikbud akan memilih 10 Kab/Kota mitra USAID PRIORITAS untuk dijadikan Program Pilot Budaya Baca 2. Perlu pertemuan teknis untuk menindaklanjuti ini

Bp. Drs. Wowon Widaryat, M. Si

Agenda : Pengambilan Video tentang Unjuk Karya Nasional

Direktur SD

Hasil : Komentar dan masukan yang bagus dalam rangka mendukung praktik yang baik yang telah dikembangkan oleh USAID PRIORITAS pada saat unjuk karya nasional.


115

No. 5

Tanggal 17 Desember 2015

Institusi/Staf Bp. Drs. Wowon Widaryat, M. Si Direktur SD

6

21 Desember 2015

Bp. Dr. Supriono (Direktur SMP)

7

30 Desember 2015

Bp. Hamid Muhammad (Dirjend Dikdasmen Bp Dr. Thamrin Kasman, S.E, MSi. (Sekretaris Ditjend Dikdasmen)

C.

Direktorat Jenderal Guru dan Tenaga Kependidikan

1

1 Oktober 2015

Bp. Sumarna Supranata (Dirjend Guru dan Tenaga Kependidikan)

116

Agenda dan Hasil Agenda : Diskusi Isi Surat Pak Hamid untuk USAID tentang Diseminasi program USAID PRIORITAS Hasil : 1. Direktur SD setuju USAID untuk melakukan diseminasi di luar Kab/Kota dan sekolah non mitra USAID PRIORITAS. Bentuk persetujuan ditulis/dicatat didalam surat 2. Surat bisa diteruskan ke Pak Hamid Agenda : Diskusi tentang Isi Surat Pak Hamid ke USAID dan Pengambilan Gambar untuk Video Hasil : 1. Direktur SMP setuju tentang isi surat pak Hamid 2. Pengambilan gambar untuk video telah dilaksanakan Agenda: Tindak lanjut hasil pertemuan dengan Pak Menteri pada tanggal 22 Desember. Hasil : Mendukung rapat penyusunan konsep keberlanjutan program yang rencanannya diadakan pada tanggal 11 Januari 2016, sebagai tindak lanjut hasil pertemuan dengan Pak Menteri.

Agenda : Rencana Kelompok Kerja dan Dialog Nasional tentang Penataan Pemerataan Guru dan Pengembangan Keprofesion yang Berkelanjutan (PKB) Hasil : Dukungan untuk kegiatan kelompok kerja antar negara donor dan perlu diskusi teknis dengan Ibu Dian Wahyuni.


No. 2

Tanggal 1 Oktober 2015

Institusi/Staf Ibu Dian Wahyuni (Kepala Bagian Kerjasama dan

Agenda dan Hasil Agenda : Tindak lanjut hasil diskusi dengan pak Dirjend GTK tentang Kelompok Kerja Hasil : 1. USAID PRIORITAS diminta untuk menyusun agenda dan jadwal kelompok kerja (Agenda telah disusun dan dikirimkan ke Kemdikbud) 2. Membantu menyusun draf surat undangan (sudah disusun dan telah dikirimkan ke Kemdikbud). Catatan : Pelaksanaan Kelompok Kerja ditunda dan akan menyesuaikan agenda kegiatan di Kemdikbud.

3

4

17 November 2015

18 November 2015

1) Ibu Anis Mukti, (Kasubdit Program dan Evaluasi) 2) Bp. Ferry Yulmarino (Kasubdit

1) Ika (Koordinator Pameran) 2) Romi Siswanto (Koordinator Symposium)


Agenda : Curah Pendapat tentang Kegiatan Tenaga Kependidikan (Kepala Sekolah dan Pengawas) Hasil : 1. Kemdikbud membutuhkan masukan tentang penyusunan Grand Design Pengembangan Kapasitas Kepala Sekolah dan Pengawas 2. Disarankan modul kepala sekolah dan pengawas yang akan dikembangkan oleh USAID PRIORITAS mempertimbangkan kebutuhan Kemdikbud, kalau memungkinkan Agenda : Pameran dan Simposium Guru Hasil : 1. USAID PRIORITAS berpartisipasi dalam pameran hasil karya praktik yang baik pada tanggal 23-24 November 2015 di Istora Senayan dan mendapatkan stan pameran di lokasi VIP. 2. USAID PRIORITAS ikut memberikan presentasi praktik yang baik tentang pembelajaran, MBS dan budaya baca di Forum simposium, tanggal 24 November 2015 di Kelompok 7 Ruang Cempaka 1 di Istora Senayan.

117

No. 5

Tanggal

Institusi/Staf

18 Desember 2015

II 1

Bp. Nur Zaman (Sekretaris Ditjend GTK)

Agenda dan Hasil Agenda : Penggunaan Hasil UKG 2015 dan Lokakarya PKB di Jateng Hasil : 1. USAID PRIORITAS diperbolehkan menggunakan hasil UKG 2015 untuk keperluan menyusun PKB di Kab-Kota Mitra 2. Beliau bersedia hadir untuk memberikan pengarahan pada acara lokakarya PKB di Jawa Tengah.

Kementerian Agama Direktorat Jenderal Pendidikan Agama Islam (Directorate General of Islamic Education) 8 Desember 2015

2

Prof. Dr. Kamaruddin Amin

Agenda : Progress Report Program USAID PRIORITAS

(Direktur Jenderal)

Hasil : 1. Kemenag menginginkan ada disseminasi untuk LPTK 2. Perlu ada pertemuan teknis lanjutan dengan melibatkan Direktorat pendidikan Tinggi dan Direktorat Madrasah

Direktorat Madrasah 18 November

Bp. Nurkholis

Agenda : Studi tentang Penataan dan Pemerataan Guru di Jatim

(Direktur Madrasah)

Hasil : USAID PRIORITAS diminta untuk mempresentasikan progres studi di forum Kemenag

III

Kementerian Ristek (Riset dan Technonology) dan Pendidikan Tinggi

1

1 Oktober 2015

118

Bapak Dr. Ir. Patdono

Agenda : Studi tentang LPTK

(Direktur Jenderal Kelembagaan Ilmu Pengetahuan, Teknologi dan Pendidikan Tinggi)

Hasil : Kemristekditi menyambut positif studi yang akan dilaksanakan oleh USAID PRIORITAS, untuk langkah berikutnya bisa diskusi dengan Ibu Tutik.


Ministry Activities Attended by USAID PRIORITAS, October–December 2015 No. 1

Kementerian

Kegiatan

Waktu dan tempat

Staf Khusus Mendikbud bidang pendidikan, Kemdikbud

Lokakarya Literasi

2

Direktorat Jenderal GTK, Kemdikbud

Pameran dan Simposium Guru

Gelora Senayan 23–24 November 2015

3

Direktorat Jenderal Dikdasmen, Kemdikbud

Pemberian Penghargaan Kelompok Literasi

Kantor Kemdikbud 25 November 2015

4

Direktorat Jenderal GTK, Kemdikbud

Penyusunan Grand Desain

Bali

Pengembangan dan Pembinaan Tendik Dikdasmen

10–13 Desember 2015

ACDP

Kopi Darat “ Belajar dari Guru yang Tidak Pernah Berhenti Belajar”

Gedung Kemdikbud,

Direktorat Jenderal Dikdasmen, Kemdikbud

FGD “Penjenjangan Buku Kemdikbud 2015”

Bekasi

Pusat Penelitian Kebijakan Pendididkan dan Kebudayaan, Balitbang, Kemdikbud

Diskusi Pengolahan Data pada

Gedung Kemdikbud

Penelitian "Peran Sekolah dalam Menumbuhkan Budaya Baca"

22 Desember 2015

5

6

7

Bogor

Peran yang diberikan oleh USAID PRIORITAS Nara sumber dan peserta

3–5 November 2015


1) Mengisi stan pameran 2) Nara sumber iymposium (Berbagi pengalaman praktik yang baik tentang pembelajaran, dan PKB) Peserta Nara sumber dan peserta

Peserta

10 Desember 2015 Peserta

11–13 Desember 2015 Nara sumber

119

ANNEX 4: DISSEMINATION DATA Participants in Dissemination Activities in Quarter 15 (October–December 2015) Province

District

Aceh

Aceh Barat Daya Aceh Jaya Aceh Tamiang Aceh Tengah Aceh Utara Bener Meriah Bireuen Pidie Pidie Jaya Binjai Deli Serdang Labuhanbatu Utara Langkat Medan Nias Selatan North Sumatra Serdang Bedagai Tanjungbalai Tapanuli Selatan Tapanuli Utara Toba Samosir Lebak, Kab. Pandeglang, Kab. Serang, Kab. Tangerang Selatan, Kota Tangerang, Kab Tangerang, Kota Bandung Barat Bekasi Bogor Ciamis Cimahi Cirebon Indramayu Kuningan Tasikmalaya Banjarnegara Blora Demak Grobogan Jepara Kudus Pekalongan Purbalingga Purworejo Semarang Sragen Wonosobo

North Sumatra

Banten

West Java

Central Java

120

Male 91 153 487 136 2 39 15 49 130 66 29 79 146 62 34 162 167 14 49 79 246 33 97 118 270 22 44 426 176 32 40 60 81 109 112 127 313 222 253 23 115 244 141 525 554 310 14 420

Female

Male + Female

112 401 731 186 48 296 74 315 404 328 74 233 458 156 11 84 236 126 165 122 722 78 228 147 466 31 55 577 324 29 91 95 200 125 210 135 478 395 273 27 241 350 226 766 226 703 30 417

203 554 1,218 322 50 335 89 364 534 394 103 312 604 218 45 246 403 140 214 201 968 111 325 265 736 53 99 1,003 500 61 131 155 281 234 322 262 791 617 526 50 356 594 367 1,291 780 1,013 44 837


Province

District

East Java

Bangkalan Banyuwangi Blitar Bojonegoro Jombang Kota Batu Lamongan Lumajang Madiun Mojokerto Nganjuk Pamekasan Pasuruan Sampang Sidoarjo Tuban Bone Enrekang Makassar Maros Pangkep Pinrang Sidrap Soppeng Takalar Tana Toraja Wajo

South Sulawesi

Grand Total

Male 198 28 381 149 229 45 126 298 152 22 152 436 203 184 166 221 29 6 75 78 95 33 106 98 16 14 68 10,724


Female

Male + Female

171 84 457 155 333 40 108 132 317 27 206 76 275 59 237 249 106 32 347 271 163 89 515 32 50 40 243

369 112 838 304 562 85 234 430 469 49 358 512 478 243 403 470 135 38 422 349 258 122 621 130 66 54 311

17,019

27,743

121

Participants in the Dissemination Activities, per School (October–December 2015) Province Aceh

North Sumatra

Banten

West Java

Central Java

122

District Aceh Barat Daya Aceh Jaya Aceh Tamiang Aceh Tengah Aceh Utara Bener Meriah Bireuen Pidie Pidie Jaya Binjai Deli Serdang Labuhanbatu Utara Langkat Medan Nias Selatan North Sumatra Serdang Bedagai Tanjungbalai Tapanuli Selatan Tapanuli Utara Toba Samosir Lebak, Kab. Pandeglang, Kab. Serang, Kab. Tangerang Selatan, Kota Tangerang, Kab Tangerang, Kota Bandung Barat Bekasi Bogor Ciamis Cimahi Cirebon Indramayu Kuningan Tasikmalaya Banjarnegara Blora Demak Grobogan Jepara Kudus Pekalongan Purbalingga Purworejo Semarang Sragen Wonosobo

No. of Participants 203 554 1,218 322 50 335 89 364 534 394 103 312 604 218 45 246 403 140 214 201 968 111 325 265 736 53 99 1,003 500 61 131 155 281 234 322 262 791 617 526 50 356 594 367 1,291 780 1,013 44 837

No. of Schools 36 158 357 90 20 134 87 153 265 132 2 32 85 36 10 183 76 36 61 48 274 32 90 42 446 25 2 699 135 6 20 43 88 51 57 49 199 230 101 8 56 183 110 145 314 163 3 170

No. of Participants/ No. of Schools 5.6 3.5 3.4 3.6 2.5 2.5 1.0 2.4 2.0 3.0 51.5 9.8 7.1 6.1 4.5 1.3 5.3 3.9 3.5 4.2 3.5 3.5 3.6 6.3 1.7 2.1 49.5 1.4 3.7 10.2 6.6 3.6 3.2 4.6 5.6 5.3 4.0 2.7 5.2 6.3 6.4 3.2 3.3 8.9 2.5 6.2 14.7 4.9


Province East Java

South Sulawesi

Grand Total

District Bangkalan Banyuwangi Blitar Bojonegoro Jombang Kota Batu Lamongan Lumajang Madiun Mojokerto Nganjuk Pamekasan Pasuruan Sampang Sidoarjo Tuban Bone Enrekang Makassar Maros Pangkep Pinrang Sidrap Soppeng Takalar Tana Toraja Wajo

No. of Participants

No. of Schools

369 112 838 304 562 85 234 430 469 49 358 512 478 243 403 470 135 38 422 349 258 122 621 130 66 54 311

225 6 5 116 92 48 67 130 56 11 10 181 220 145 101 129 29 10 39 76 77 33 159 39 19 1 56

27,743

7,822


No. of Participants/ No. of Schools 1.6 18.7 167.6 2.6 6.1 1.8 3.5 3.3 8.4 4.5 35.8 2.8 2.2 1.7 4.0 3.6 4.7 3.8 10.8 4.6 3.4 3.7 3.9 3.3 3.5 54.0 5.6 3.5

123

Expenditure for Dissemination Activities October–December 2015 (in IDR .000) Province Aceh

Aceh Total North Sumatra

North Sumatra Total Banten

Banten Total West Java

West Java Total

124

District Aceh Barat Daya Aceh Jaya Aceh Tamiang Aceh Tengah Aceh Utara Bener Meriah Bireuen Pidie Pidie Jaya Binjai Deli Serdang Labuhanbatu Utara Langkat Medan Nias Selatan North Sumatra Serdang Bedagai Tanjungbalai Tapanuli Selatan Tapanuli Utara Toba Samosir Lebak, Kab. Pandeglang, Kab. Serang, Kab. Tangerang Selatan, Kota Tangerang, Kab Tangerang, Kota Bandung Barat Bekasi Bogor Ciamis Cimahi Cirebon Indramayu Kuningan Tasikmalaya

GOI (in IDR) 279,398 455,423 1,229,400 209,000 21,225 425,000 85,000 440,000 408,746 3,553,192 474,400 51,500 662,993 123,160 37,100 10,000 368,148 473,800 140,000 300,000 100,000 681,000 3,422,101 18,073 44,751 122,297

USAID PRIORITAS (in IDR) 52,970 36,240 152,880 45,720 10,500 30,240 0 46,530 57,280 432,360 7,650 3,060 12,240 15,300 7,650 3,060 4,590 9,180 3,060 9,180 5,533 24,480 104,983 0 0 0

Total (in IDR) 332,368 491,663 1,382,280 254,720 31,725 455,240 85,000 486,530 466,026 3,985,552 482,050 54,560 675,233 138,460 44,750 13,060 372,738 482,980 143,060 309,180 105,533 705,480 3,527,084 18,073 44,751 122,297

831,562

0

831,562

19,875 33,952 1,070,510 710,000 182,100 13,000 24,500 129,000 53,375 120,000 42,000 39,776 1,313,751

11,630 17,475 29,105 0 39,450 8,680 10,600 0 29,000 22,200 26,259 20,223 156,412

31,505 51,427 1,099,615 710,000 221,550 21,680 35,100 129,000 82,375 142,200 68,259 59,999 1,470,163


Province Central Java

Central Java Total East Java

East Java Total South Sulawesi

South Sulawesi Total Grand Total In USD (=IDR 13.000) Percentage

District Banjarnegara Blora Demak Grobogan Jepara Kudus Pekalongan Purbalingga Purworejo Semarang Sragen Wonosobo Bangkalan Banyuwangi Blitar Bojonegoro Jombang Kota Batu Lamongan Lumajang Madiun Mojokerto Nganjuk Pamekasan Pasuruan Sampang Sidoarjo Tuban Bone Enrekang Makassar Maros Pangkep Pinrang Sidrap Soppeng Takalar Tana Toraja Wajo

GOI (in IDR) 137,340 234,000 117,450 9,500 70,740 117,375 63,875 205,674 268,500 693,470 3,150 150,340 2,071,414 200,000 6,050 64,755 54,000 371,000 70,000 46,000 325,000 243,850 32,000 61,295 286,000 133,600 260,000 106,850 428,500 2,688,900 33,750 19,000 270,800 36,382 48,100 30,900 98,850 33,000 16,500 33,000 102,150 722,432 14,842,300 1,141,715 84.30%


USAID PRIORITAS (in IDR) 116,028 130,560 87,414 13,960 85,974 96,302 64,911 155,101 81,540 163,686 6,600 155,936 1,158,012 33,600 12,600 0 29,520 59,850 10,980 22,770 44,100 56,220 8,400 31,500 63,000 50,000 23,940 64,450 26,300 537,230 17,180 10,080 68,400 31,980 39,961 14,500 64,600 13,440 10,680 10,800 58,648 340,269 2,758,371 212,182 15.70%

Total (in IDR) 253,368 364,560 204,864 23,460 156,714 213,677 128,786 360,775 350,040 857,156 9,750 306,276 3,229,426 233,600 18,650 64,755 83,520 430,850 80,980 68,770 369,100 300,070 40,400 92,795 349,000 183,600 283,940 171,300 454,800 3,226,130 50,930 29,080 339,200 68,362 88,061 45,400 163,450 46,440 27,180 43,800 160,798 1,062,701 17,600,671 1,353,898 100.00%

125

ANNEX 5: SCHOOL TRAINING CONDUCTED IN QUARTER 15 Details of partner school training, by district, not reported elsewhere in this report.

School Training in Module 3—Cohort 1

Province Aceh Aceh Jaya SBM Bener Meriah SBM North Sumatra Labuhan Batu PAKEM/CTL SBM Medan SBM Banten Pandeglang SBM Serang PAKEM/CTL SBM West Java Bandung Barat SBM Ciamis SBM Central Java Semarang SBM East Java Blitar PAKEM/CTL SBM Madiun PAKEM/CTL SBM Mojokerto SBM Pamekasan SBM Situbondo SBM South Sulawesi Bantaeng SBM Wajo SBM Total

126

Secondary School Training SMP/MTs Number of Participants Date M F Total

Oct 01–02

18

17

35

Oct 21–22

21

20

41

Oct 21–23 Oct 28–29

27 26

60 12

87 38

Oct 02–03

23

29

52

Nov 14–15

37

9

46

Oct 31–Nov 01

30

9

39

Oct 05–07

33

14

47

Dec 16–17

33

10

43

Sep 30–Oct 01

27

14

41

Sep 30–Oct 03 Nov 03–04

60 36

79 16

139 52

Oct 26–28 Oct 29–31 Nov 04–05

23 25 39

29 29 10

52 54 49

Dec 21–22

31

11

42

Oct 21–22

49

5

54

Dec 22–23

38

16

54

Nov 04–05

35

16

51

Dec 29–30

25 636

24 429

49 1,065


Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia s Teachers, Administrators, and Students (USAID PRIORITAS)

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